Teacher`s Guide Unit 6

Transcript

Read Well • Unit 6 6 6 Communities Sir Communities Henr y Sir Henr y Teacher’s Guide • Sir Henry Teacher’s Guide Unit 6 Sopris West Educational Services Level 2 Teacher’s Guide Unit 6 Sir Henry Teacher’s Guide Unit 6 ge -dge bi- ge says /j/ Voiced dge says /j/ Voiced means two as in bicycle • • • Note: See New and Important Objectives on page 2 for a complete list of skills taught and reviewed. Critical Foundations in Primary Reading Marilyn Sprick, Ann Watanabe, Karen Akiyama-Paik, and Shelley V. Jones Copyright 2009 Sopris West Educational Services. All rights reserved. Permission is granted to the purchasing teacher to reproduce the blackline masters for use in his or her classroom only. No other portion of this work may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying or recording, or by any information storage and retrieval system, without the express written permission of the publisher. ISBN 13-digit: 978-1-60218-529-6 ISBN 10-digit: 1-60218-529-8 13 12 11 10 09 08 166895 2 3 4 5 6 7 Table of Contents Unit 6 Sir Henry Sequence and Sound Pronunciation Guide. . . . . . . . . . . . . . . . . . . . . . iv Introduction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 New and Important Objectives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 Daily Lesson Planning. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7 Materials and Materials Preparation. . . . . . . . . . . . . . . . . . . . . . . . . . 10 Important Tips Diagnostic–Prescriptive Teaching of Multisyllabic Words. . . . 11 How to Teach the Lessons Exercise 1. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14 Unit and Story Opener: Sir Henry. . . . . . . . . . . . . . . . . . . . . . . . . . . 16 Vocabulary: Chapters 1, 2. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18 Story Reading 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20 With the Teacher: Chapter 1. . . . . . . . . . . . . . . . . . . . . . . . . . . 20 On Your Own: Chapter 2. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23 Comprehension and Skill Activity 1: Story Comprehension. . . . . . . 27 Comprehension and Skill Activity 2: Passage Reading Fluency. . . . . 28 Exercise 2. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30 Vocabulary: Chapters 3, 4. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32 Story Reading 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33 With the Teacher: Chapter 3. . . . . . . . . . . . . . . . . . . . . . . . . . . 33 On Your Own: Chapter 4. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36 Comprehension and Skill Activity 3: Story Comprehension . . . . . . 40 Comprehension and Skill Activity 4: Main Idea and Supporting Details . . . . . . . . . . . . . . . . . . . . . . . 41 Exercise 3. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42 Vocabulary: Chapters 5, 6. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44 Story Reading 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45 With the Teacher: Chapter 5. . . . . . . . . . . . . . . . . . . . . . . . . . . 45 Comprehension and Skill Activity 5: Story Comprehension . . . . . . 50 ii Table of Contents Comprehension and Skill Activity 6: Vocabulary and Alphabetical Order. . . . . . . . . . . . . . . . . . . . . . 51 Comprehension and Skill Activity, Just for Fun: Create Your Own “Missing Trophy” Poster. . . . . . . . . . . . . . . 52 Exercise 4a. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54 Exercise 4b, Focus Lesson: From Story Map to Written Retell. . . . 56 Story Reading 4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 58 With the Teacher: Chapter 6. . . . . . . . . . . . . . . . . . . . . . . . . . . 58 Comprehension and Skill Activity 7: Story Map . . . . . . . . . . . . . . . . 63 Comprehension and Skill Activity 8: Written Retell. . . . . . . . . . . . . 64 Exercise 5a. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 66 Exercise 5b, Focus Lesson: Synonyms . . . . . . . . . . . . . . . . . . . . . . . . 68 Story Reading 5 (Fluency). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 70 Comprehension and Skill Activity 9: Main Idea and Supporting Details . . . . . . . . . . . . . . . . . . . . . . . 73 Comprehension and Skill Activity 10: Vocabulary and Synonyms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 74 Exercise 6. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 76 Story Reading 6 (Fluency). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 78 Comprehension and Skill Activity: Written Assessment . . . . . . . . . 81 End of the Unit Making Decisions: Using the Oral Reading and Written Assessment Results. . . . . . . . . . . . . . . . . . . . . . . . . . . 84 Oral Reading Fluency Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . 87 Certificate of Achievement and Goal Setting . . . . . . . . . . . . . . . . . . 88 Extra Practice 1 • Decoding Practice. . . . . . . . . . . . . . . . . . . . . . . . . 89 Extra Practice 1 • Fluency Passage. . . . . . . . . . . . . . . . . . . . . . . . . . . 90 Extra Practice 1 • Activity and Word Fluency A. . . . . . . . . . . . . . . . 91 Extra Practice 2 • Decoding Practice. . . . . . . . . . . . . . . . . . . . . . . . . 92 Extra Practice 2 • Fluency Passage. . . . . . . . . . . . . . . . . . . . . . . . . . . 94 Extra Practice 2 • Activity and Word Fluency B. . . . . . . . . . . . . . . . 95 Extra Practice 3 • Decoding Practice. . . . . . . . . . . . . . . . . . . . . . . . . 96 Extra Practice 3 • Fluency Passage. . . . . . . . . . . . . . . . . . . . . . . . . . . 98 Extra Practice 3 • Activity and Word Fluency A or B . . . . . . . . . . . 99 iii Read Well 2 Sequence and Sound Pronunciation Guide Letter Sounds and Combinations Cumulative Review of Read Well 1 Sounds and Combinations (Ss, Ee, ee, Mm, Aa, Dd, th, Nn, Tt, Ww, Ii, Th, Hh, Cc, Rr, ea, sh, Sh, Kk, -ck, oo, ar, wh, Wh, ĕ, -y as in fly, Ll, Oo, Bb, all, Gg, Ff, Uu, er, oo as in book, Yy, a schwa, Pp, ay, Vv, Qq, Jj, Xx, or, Zz, a_e, -y as in baby, i_e, ou, ow as in cow, ch, Ch, ai, igh, o_e, ir) and: Unit 2 Unit 3 Unit 5 Unit 6 aw ew ue u_e ow ge /aw/ Paw Voiced // Crew Voiced // Blue Voiced // Flute Bossy E Voiced /ōōō/ Snow Voiced (Long) /j/ Page Voiced Unit 6 Unit 7 Unit 8 Unit 10 -dge ci ce kn ph oa /j/ Badge Voiced /sss/ Circle Unvoiced /sss/ Center Unvoiced /nnn/ Knee Voiced /fff/ Phone Unvoiced /ōōō/ Boat Voiced (Long) Unit 11 Unit 12 Unit 13 oi ea gi au oy /oi/ Point Voiced /ĕĕĕ/ Bread Voiced (Short) /j/ Giraffe Voiced /au/ Astronaut Voiced /oy/ Boy Voiced Affixes (including morphographs—affixes taught with meaning) and Open Syllables Cumulative Review of Read Well 1 Affixes (-ed, -en, -es, -ing, -ly, -s, -y, -tion) and: Unit 2 Unit 3 Unit 5 re- un- ex- o -ful bi- Means again as in reread Means not as in unhappy as in excited Open syllable /ō/ as in open and moment Means full of as in colorful Means two as in bicycle Unit 7 Unit 8 Unit 11 Unit 12 de- -able i be- -ous dis- as in detective as in comfortable Open syllable /ī/ as in silence and pilot as in before as in enormous as in discover Unit 14 Unit 13 Unit 15 Unit 16 -al -ible -or -ment -ic pre- as in animal as in flexible Means one who as in actor as in apartment as in scientific Means before as in preview Unit 17 iv Unit 6 Unit 18 Unit 19 -ity -sion -ness -less in- im- as in activity as in permission as in fairness Means without as in helpless as in insert Means not as in impossible Introduction Sir Henry Story Notes Units 4–7 are all about people and animals working together to create healthy families and communities. Sir Henry: Students read about a state contest, a victory walk, and a missing trophy—all of which add up to a good mystery. Through the words of Sir Henry, an endearing St. Charles Cavalier Spaniel, your students will learn how members of a community cheer each other on, work together, and solve problems. Recommended Read Alouds caution (Reminder) Do not read the Read Aloud recommendations during small group instruction. Reserve this time for students to read. The Read Well 2 suggested Read Alouds enhance small group instruction—providing opportunities to further build background knowledge and vocabulary. Dear Mrs. LaRue by Mark Teague Fiction • Narrative Dear Mrs. LaRue is a hilarious book about a spunky dog named Ike. When Ike’s antics land him in obedience school, he tries to persuade Mrs. LaRue that he should be allowed to go home. Ike writes, “How could you do this to me? This is a PRISON, not a school! You should see the other dogs. They are BAD DOGS, Mrs. LaRue! I do not fit in.” Read Well Connections Dear Mrs. LaRue and Sir Henry are both stories told through the words of dogs—both strong and lovable characters. Note from the authors GENRES, VOICE, AND FAVORITE CHARACTERS— HAVE FUN! Read Well 2 covers a wide variety of genres, including both nonfiction and fiction. Fictional stories include realistic and imaginative stories, written especially to appeal to primary grade students. Across the program, favorite characters are introduced and then reappear in new settings, situations, and adventures. Read Well’s Sir Henry was inspired by a real dog. In the story, the character experiences human emotions and reactions that resonate with young children. The field test students enjoyed Sir Henry, and we hope you will too. 1 New and Important Objectives A Research-Based Reading Program Phonemic Awareness Phonics Fluency Vocabulary Comprehension Phonological and Phonemic Awareness Segmenting; Blending; Rhyming; Onset and Rime; Counting Syllables Phonics Cumulative Letter Sounds and Combinations Review • Ss, Ee, ee, Mm, Aa, Dd, th, Nn, Tt, Ww, Ii, Th, Hh, Cc, Rr, ea, sh, Sh, Kk, -ck, oo, ar, wh, Wh, ĕ, -y (as in fly), Ll, Oo, Bb, all, Gg, Ff, Uu, er, oo (as in book), Yy, a (schwa), Pp, ay, Vv, Qq, Jj, Xx, or, Zz, a_e, -y (as in baby), i_e, ou, ow (as in cow), ch, Ch, ai, igh, o_e, ir, aw, ew, ue, u_e, ow (as in snow) Cumulative Affixes, Morphographs, and Open Syllables Review • -ed, -en, -er, -es, -est, -ing, -ly, -s, -y, -tion, re-, un-, ex-, -ful, o (as in open and moment) ★ New Letter Sounds, Combinations, Affixes, Morphographs, and Related Words ge (as in page) • age, cage, charge, garbage, gem, George, German, orange, packages, rummage -dge (as in badge) • badge, budge, dodge, edge, fudge, judge, judged, judges, ledge, nudge bi- • bicolored, bicycle, bifold ★ New Contractions aren’t, you’ll ★ New Proper Nouns Friday, Gazette, Henry’s, John, John’s, Jollytown, Lady Elizabeth, Orlando, September, Sir Henry, Spanish, White’s, Winston, Wong * K nown Pattern Words With Affixes, Known Tricky Words With Affixes, and Known Multisyllabic Words With Affixes have base words students have previously read. The words are new in this unit because they have not been previously read with the affix. ★ = New in this unit 2 Phonics (continued) ★ New Pattern Words beach, beamed, cheer, chewed, clerk, clerk’s, clip, clippings, dine, dining, gas, mowing, neck, note, pat, plead, pleaded, pups, quite, sale, scarf, shelf, skills, soft, stone, sulk, sulking, those, threw, vase, vases *Known Pattern Words With Affixes • bumps, cases, checking, clues, dashed, dragged, leads, meeting, news, older, owner, pays, roses, sending, showed, singer, slower, steps, thankful, thinks, trainer, trucks, unturned, vets, winner, wowed, writer ★ New Compound and Hyphenated Words anymore, everyone’s, firefighters, groundskeeper, hotline, ourselves ★ Other New Multisyllabic Words according, admire, admired, appetite, baker, bakery, barber, chocolate, comment, comments, commotion, contest, delight, delightful, delivers, disappear, disappeared, disappears, distress, distressed, distressing, doggie, dusty, florist, florists, goggles, grateful, groomer, groomer’s, groomers, information, litter, local, national, organize, organizing, party, polishes, reminds, report, reported, reporter, reports, retrace, ribbons, select, selects, studied, study, subject, support, victory *Known Multisyllabic Words With Affixes • belongs, dazzled, flowers, gathered, letters, problems, volunteers ★ New Tricky Words butcher, butcher’s, buys, congratulate, congratulated, congratulations, discovers, doubt, especially, events, famous, final, goes, grocery, group, human, humans, librarian, neighbors, nervous, office, officer, police, popular, search, station, students, tomorrow, touch, trophies, trophy, won *Known Tricky Words With Affixes • changing, colored, learning, loved, lover, lovers, loving, puts, searching Fluency Accuracy, Expression, Phrasing, Rate Vocabulary New • commotion, congratulate, delightful, distressed, exhausted, local, plead, retrace, sulk, victory Review • community, dawdle, imagination, impressed, neighborhood, ordinary, plain, popular, pout, shrug, scowl, treasure Reviewed in Context • community, colony, impressed, neighborhood, ordinary, perfect, plain, popular, speechless Idioms and Expressions New • chain of events 3 Comprehension Unit Genres Nonfiction • Expository Fiction • Imaginative Comprehension Processes Build Knowledge: Factual, Procedural, Conceptual Day Remember Defining Identifying (recalling) Using Understand Defining (in your own words) Describing Explaining (rephrasing) Illustrating Sequencing Summarizing Using Visualizing Apply Demonstrating Explaining (unstated) Illustrating Inferring Making Connections (relating) Predicting Using Analyze Classifying Comparing/Contrasting Distinguishing Cause/Effect Drawing Conclusions Inferring Evaluate Making Judgments Responding (personal) Create Generating Ideas E = Exercise, S = Storybook, C = Comprehension & Skill 4 1 2 S,C S S S,C S S S,C S S S S,C S S S S S S S S S,C S S S C S,C S S S C 3 4 5 S,C E,S,C E,C S S,C E C S S E,S,C C C C C E,C E,S,C S,C S,C E,C C C S S S S,C 6 C C S,C C C C C C S S S S,C C S,C Comprehension (continued) Skills and Strategies Day Priming Background Knowledge Setting a Purpose for Reading Answering Questions Asking Questions Visualizing Comprehension Monitoring/Fix Ups Does it Make Sense? Looking Back Restating Summarizing Main Idea Retelling Supporting Details Understanding Text Structure Title, Author, Illustrator Fact or Fiction Genre (Classifying) Narrative Setting Main Character/Traits (Characterization) Goal Problem/Solution Action/Events/Sequence Outcome/Conclusion Lesson/Author’s Message Expository Subject/Topic Heading Supporting Details (Facts/Information) Main Idea Using Graphic Organizers Chart Diagram (labeling) Hierarchy (topic/detail) K-W-L Map (locating, labeling) Matrix (compare/contrast) Sequence (linear, cycle, cause and effect) Story Map Web 1 2 S S S S 3 4 5 6 S S S S C C C C C C C C C C C E C S S S C S*,C C C S C S S,C S*,C S S, C E,S,C C S C* C C C C C S E,C C E = Exercise, S = Storybook, C = Comprehension & Skill *Narrator 5 Comprehension (continued) Study Skills Day Alphabetical Order Following Directions Locating Information Note Taking Previewing Reviewing Test Taking Using Glossary Using Table of Contents Viewing Verifying 1 S S 2 3 S S S 4 5 6 C S Writing in Response to Reading Day Sentence Completion Making Lists Sentence Writing Story Retell/Summary Fact Summary Paragraph Writing Report Writing Open-Ended Response Creative Writing 1 2 3 C C C C 4 5 6 C C C C 5 6 C C E,C Writing Traits (Addressed within the context of Writing in Response to Reading) Day Ideas and Content Elaborating/Generating Organization Introduction Topic Sentence Supporting Details Sequencing Word Choice Sophisticated Words (Tier 2 and 3) Conventions Capital Ending Punctuation Other (commas, quotation marks) Presentation Handwriting Neatness E = Exercise, S = Storybook, C = Comprehension & Skill 6 1 2 C C C C C 3 4 C C C C C C C C C C C C C C C C Daily Lesson Planning lesson Plan format Teacher-Directed Independent 45 Minutes Lesson Part 1 Teacher-Directed as Needed Lesson Part 2 Lesson Part 3 (Phonological Awareness, Phonics, Fluency, Comprehension) (Vocabulary, Fluency, Comprehension) (Vocabulary, Fluency, Comprehension) 15–20 Minutes 20–25 Minutes 15–20 Minutes 6 7 Well 2 • Units 5 6 7 5–7 6 7 2 • Units 5 6 7 A 5–7 Com mu nit es Com m u n i ti Name: es ties Com m u n i ti ies C o m m u n i t Book ctivity i e s Communi 7 Units 1– 5 Read Well e Book Exercis Read 5 Communi ties Sopris West 2 tional Educa Level Servic West Sopris We tional Educa 2 Servic es Keep y ou r cool w i t h M i s s Ta m a s s h e v i sits a volcano Sopris We • Exercises Keep y ou r cool w i t h M i s s Ta m a s s h e v i sits a volcano es Sopris Level st ® • Unit and/or Story Opener • Vocabulary • Interactive Story Reading • Short Passage Practice Timed Readings n ehensio Compr ill Work k S d an Units 1–7 st ® • Story Reading With Partner or Whisper Reading • Comprehension and Skill Activities HOMEWORK Read Well Homework (blackline masters of new Read Well 2 passages) provides an opportunity for children to celebrate accomplishments with parents. Homework should be sent home on routine days. ORAL READING FLUENCY ASSESSMENT Upon completion of this unit, assess each student and proceed to Unit 7, as appropriate. WRITTEN ASSESSMENT Upon completion of this unit, students will be administered a written assessment that can be found on page 83 in the student’s Activity Book 1. Note: See Making Decisions for additional assessment information. 7 DIFFERENTIATED LESSON PLANS The differentiated lesson plans illustrate how to use materials for students with various learning needs. As you set up your unit plan, always include Read Well 2 Exercises and Story Reading on a daily basis. Unit 6 includes 6-, 8-, 9-, 10-, and 11-Day Plans. Plans For groups that: 6-Day Complete Oral Reading Fluency Assessments with Passes and Strong Passes 8-Day Complete Oral Reading Fluency Assessments with Passes and require teacherguided assistance with Story Reading and Comprehension and Skill Work 9-, 10-, or 11-Day Have difficulty passing the unit Oral Reading Fluency Assessments 6-DAY PLAN Day 1 Day 2 Day 3 Teacher-Directed Teacher-Directed Teacher-Directed Independent Work Independent Work • Exercise 1 • Story Opener: Sir Henry • Vocabulary, Ch. 1, 2 • Sir Henry, Ch. 1 • Guide practice, as needed, on Comp & Skill 1, 2 Independent Work • On Your Own: Partner or Whisper Read, Sir Henry, Ch. 2 • Comp & Skill 1, 2 • Exercise 2 • Vocabulary, Ch. 3, 4 • Sir Henry, Ch. 3 • Guide practice, as needed, on Comp & Skill 3, 4 • On Your Own: Partner or Whisper Read, Sir Henry, Ch. 4 • Comp & Skill 3, 4 • Exercise 3 • Vocabulary, Ch. 5, 6 • Sir Henry, Ch. 5 • Guide practice, as needed, on Comp & Skill 5, 6 • Repeated Reading: Partner or Whisper Read, Sir Henry, Ch. 5 • Comp & Skill 5, 6 Homework • Homework Passage 2 Homework Homework Day 4 Day 5 Day 6 Teacher-Directed Teacher-Directed Teacher-Directed • Homework Passage 3 • Homework Passage 1 • Exercise 4a • Exercise 4b: Focus Lesson • Sir Henry, Ch. 6 • Guide practice, as needed, on Comp & Skill 7, 8a, 8b • Exercise 5a • Exercise 5b: Focus Lesson • Fluency, E‑Mail 1 • Guide practice, as needed, on Comp & Skill 9, 10 Independent Work Independent Work Homework Homework • Repeated Reading: Partner or Whisper Read, Sir Henry, Ch. 6 • Comp & Skill 7, 8a, 8b • Homework Passage 4 • Repeated Reading: Partner or Whisper Read, E‑Mail 1 • Comp & Skill 9, 10 • Exercise 6 • Fluency, E‑Mail 2 Independent Work • Repeated Reading: Partner or Whisper Read, E‑Mail 2 • Written Assessment • Oral Reading Fluency Assessment* Homework • Homework Passage 6 • Homework Passage 5 Note: Unit 6 features an extra Just for Fun Comp & Skill activity, located after Activity 6. This page can be used any time after Exercise 3 and Chapter 5. The Just for Fun activity allows the related activities—Story Map and Written Retell—to be located side by side in the Activity Book. 8 * The Oral Reading Fluency Assessments are individually administered by the teacher while students are working on their Written Assessments. 8-DAY PLAN • Pre-Intervention Day 1 Day 2 Day 3 Day 4 Teacher-Directed Teacher-Directed Teacher-Directed Teacher-Directed • Exercise 1 • Story Opener: Sir Henry • Vocabulary, Ch. 1, 2 • Sir Henry, Ch. 1 • Guide practice, as needed, on Comp & Skill 1 • Review Exercise 1 • Sir Henry, Ch. 2 • Guide practice, as needed, on Comp & Skill 2 Independent Work • Repeated Reading: Partner or Whisper Read, Sir Henry, Ch. 2 • Comp & Skill 2 Independent Work • Repeated Reading: Partner or Whisper Read, Sir Henry, Ch. 1 • Comp & Skill 1 Homework • Exercise 2 • Vocabulary, Ch. 3, 4 • Sir Henry, Ch. 3 • Guide practice, as needed, on Comp & Skill 3 Independent Work • Repeated Reading: Partner or Whisper Read, Sir Henry, Ch. 3 • Comp & Skill 3 • Review Exercise 2 • Sir Henry, Ch. 4 • Guide practice, as needed, on Comp & Skill 4 Independent Work • Repeated Reading: Partner or Whisper Read, Sir Henry, Ch. 4 • Comp & Skill 4 Homework • Comp & Skill 2 (Passage Fluency) Homework • Homework Passage 3 Day 5 Day 6 Day 7 Day 8 Teacher-Directed Teacher-Directed Teacher-Directed Teacher-Directed • Homework Passage 2 Homework • Homework Passage 1 • Exercise 3 • Vocabulary, Ch. 5, 6 • Sir Henry, Ch. 5 • Guide practice, as needed, on Comp & Skill 5, 6 • Exercise 4a • Exercise 4b: Focus Lesson • Sir Henry, Ch. 6 • Guide practice, as needed, on Comp & Skill 7, 8a, 8b Independent Work • Repeated Reading: Partner or Whisper Read, Sir Henry, Ch. 5 • Comp & Skill 5, 6 Independent Work • Repeated Reading: Partner or Whisper Read, Sir Henry, Ch. 6 • Comp & Skill 7, 8a, 8b Homework • Homework Passage 4 Homework • Comp & Skill 9 or Just for Fun: Create Your Own “Missing Trophy” Poster • Exercise 5a • Exercise 5b: Focus Lesson • Fluency, E‑Mail 1 • Assist with Comp & Skill 8a, 8b, as needed • Guide Practice on Comp & Skill 10 Independent Work • Repeated Reading: Partner or Whisper Read, E‑Mail 1 • Complete Comp & Skill 8a, 8b, 10 • Exercise 6 • Fluency, E‑Mail 2 Independent Work • Repeated Reading: Partner or Whisper Read, E‑Mail 2 • Written Assessment • Oral Reading Fluency Assessment* Homework • Homework Passage 6 Homework • Homework Passage 5 9-, 10-, or 11-Day Plan • Intervention For Days 1–8, follow 8-Day plan. Add Days 9, 10, 11 as follows: Day 9 Extra Practice 1 Day 10 Extra Practice 2 Day 11 Extra Practice 3 Teacher-Directed Teacher-Directed Teacher-Directed Independent Work Independent Work Independent Work Homework Homework • Decoding Practice • Fluency Passage • Activity and Word Fluency A • Fluency Passage • Decoding Practice • Fluency Passage • Activity and Word Fluency B • Fluency Passage • Decoding Practice • Fluency Passage • Activity and Word Fluency A or B • Oral Reading Fluency Assessment* Homework • Fluency Passage 9 Materials and Materials Preparation Core Lessons Teacher Materials READ WELL 2 MATERIALS • Unit 6 Teacher’s Guide • Sound Cards • Unit 6 Oral Reading Assessment Fluency, page 87 • Group Assessment Record found in Getting Started SCHOOL SUPPLIES Stopwatch or watch with a second hand Student Materials READ WELL 2 MATERIALS (for each student) • Communities storybook • Exercise Book 1 • Activity Book 1 or copies of Unit 6 Comprehension and Skill Work • Unit 6 Written Assessment, found in Activity Book 1, page 83, and on the blackline master CD. • Unit 6 Certificate of Achievement/Goal Setting (BLM, page 88) • Unit 6 Homework (blackline masters) See Getting Started for suggested homework routines. SCHOOL SUPPLIES Pencils, colors (optional—markers, crayons, or colored pencils) ion Caut ns only se lesso Use the Students d. if neede E xtra ed e n o wh nefit may be Practice t wo, or e, from on ns. s so le three Extra Practice Lessons Student Materials Make one copy per student of each blackline master, as appropriate for the group. Note: For new or difficult Comprehension and Skill Activities, make overhead transparencies from the blackline masters. Use the transparencies to demonstrate and guide practice. FOCUS LESSONS For Exercises 4b and 5b (Focus Lessons), make overhead transparencies from the blackline masters, write on transparencies placed over the pages, or use paper copies to demonstrate how to complete the lessons. READ WELL 2 MATERIALS (for each student, as needed) See Extra Practice blackline masters located on the CD. • Unit 6 Extra Practice 1: Decoding Practice, Fluency Passage, Word Fluency A, and Activity • Unit 6 Extra Practice 2: Decoding Practice, Fluency Passage, Word Fluency B, and Activity • Unit 6 Extra Practice 3: Decoding Practice, Fluency Passage, Word Fluency A or B, and Activity SCHOOL SUPPLIES 10 Pencils, colors (markers, crayons, or colored pencils), highlighters Important Tips Diagnostic–Prescriptive Teaching of Multisyllabic Words REMINDER When Read Well is combined with adequate instructional time, most children learn to read with ease. Others need an occasional boost within the program, and a few require diagnosis and targeted instruction. In this tip, we look at targeting multisyllabic words and multisyllabic word fluency. PROBLEM During Exercises, Story Reading, and/or Assessments, students make errors on multisyllabic words. Ask: • What kind of multisyllabic word reading errors are students making? • Do students stop reading when they encounter multisyllabic words? • Do students lack fluency on multisyllabic words? GENERAL CORRECTION PROCEDURES During Exercises and Story Reading, provide corrections as you go. • If students make an error during the Exercises, put the word on the board and do a group correction. Return to the difficult word at least three times. • If students make an error during Story Reading, gently correct the error and have the student reread the sentence. Make a note of the error. After Story Reading, practice the word again. MAKE STRATEGIES OVERT Acknowledge students’ abilities. Have students periodically articulate the strategy they use to read big words without your assistance. Say something like: You read that whole row of multisyllabic words without my help. How did you do that? (I read the parts . . . ) That’s right. You read the small word parts and put them together. HOW TO CORRECT SPECIFIC ERRORS Sound Error If a student makes an error on a sound, follow these procedures. For example, the word is “goggles,” but students read “giggles”: Write “goggles” on the board during an Exercise or after Story Reading. Point under o. Have students identify the sound. Say the sound. (/ŏŏŏ/) Have students read the syllables. Everyone, read the syllables. (gog-gles) Have students read the whole word. Read the whole word. (goggles) When people go skiing, they wear . . . goggles. Pronunciation Error If a student reads the syllables correctly but mispronounces the word, tell students how to pronounce the word. For example, students say /cŏm-mō-shun/. Say something like: That word is pronounced /cŭm-mō-shun/. Say the word with me. commotion When the team made a touchdown, there was a big . . . commotion. Say the word again. (commotion) 11 Students Stop or Say “I don’t know” Do not tell students the word. Encourage them to use their skills. or  ga  nize     c   c      c During an Exercise, write the word on the board: • Draw loops under each syllable. Guide practice with your hand. Have students say each syllable as you loop under it. Say something like: You can read that big word by reading the parts you know. Read the first part. Loop. (or) Next part. Loop. (ga) Next part. Loop. (nize) Read the whole word. Slide your hand under the whole word. (organize) You can read that big word by using the parts you know. or  ga  niz  ing c  c    c     c • Provide an oral sentence starter to reinforce pronunciation. Say something like: My desk is a mess. I need to . . . organize it. Say the word three times. (organize . . . ) • Return to any difficult word three times. • Repeat with “organizing.” If students have difficulty during Story Reading, gently guide students. Do not wait. Immediately say something like: Let’s read the word by parts. Everyone . . . or-ga-niz-ing That’s right! The word is organizing. Everyone, reread the sentence. Officer Wong did a wonderful job organizing the search party. After Story Reading, put any difficult words on the board. Remind students to use the strategy of reading big words by parts. Say something like: When you see a big word you don’t know, remember to jump right in and read it by parts. What should you do when you see a big word you don’t know? (Jump right in and read it by parts!) BUILDING FLUENCY WITH MULTISYLLABIC WORDS To build fluency with multisyllabic words, add daily rhythmic fluency practice with the Extra Practice Word Fluencies: Rhyming Words and Related Words. • Have students practice one or two rows from the Rhyming Words each day. Say something like: Look at Row 1 under Rhyming Words. Each row has little words that will help you read a big word. Let’s read the first row. Read smoothly and pause before the last big word. You point, and I’ll clap to keep us together. make, take, lake, brake . . . awake Now try it a little faster. (make, take, lake, brake . . . awake) Now read each single-syllable word twice and the last word once. (make-make, take-take, lake-lake, brake-brake . . . awake!) 12 EXTRA PRACTICE Unit 6 Word Fluency A Name  _____________________________________ Rhyming Words High-Frequency Rhyming Words: make, take, lake, grow, low, slow, blow, window, farm, arm, line, fine, way, day, play, stay, today make take lake brake awake grow low slow blow window farm arm charm harm alarm 15 line fine mine whine airline 20 way day play stay today 25 bake baked baking baker bakery stress stressful distress distressed distressing 10 turn turned turning return unturned 15 doubt doubted doubtful doubtfully doubting 20 organize organized organizing organization unorganized 25 5 10 Related Words 5 High-Frequency Tricky Words could people water been who been water could who people 10 water could who people been 15 who been people water could 20 people who been could water 25 © 2009 Sopris West Educational Services. All Rights Reserved. • Repeat with one or two rows from the Related Words each day. Say something like: Let’s read the first row. First you’re going to read for accuracy, then we’ll work on speed. First word. (bake) Next word. (baked) Next word. (baking) . . . Those are easy. Read each word two times. (bake-bake, baked-baked, baking-baking, baker-baker, bakery-bakery) Wow! You even read the last word quickly. What’s the last word? (bakery) Say it slowly and count the syllables. (bake-er-y) How many syllables? (three) 5  How to Teach the Lessons Teach from this section. Each instructional component is outlined in an easy-to-teach format. Exercise 1 Exerci se Boo k Un5its 1 6 7 –7 5 Read Wel Com m u n i ti e es s Commu nities Sopris Level 2 cationa West Edu Keep y ou r cool i s s Ta m a s s h with M e v i sits a volcano l Services Exercise 3 7 s 5–7 Com mu niti Exercise 2 • Vocabulary • Story Reading 2 With the Teacher: Chapter 3 On Your Own: Chapter 4 • Comprehension and Skill Activities 3, 4 6 l 2 • Unit • Story Opener: Sir Henry • Vocabulary • Story Reading 1 With the Teacher: Chapter 1 On Your Own: Chapter 2 • Comprehension and Skill Activities 1, 2 Sopris West ® Activi Name: ty Boo k • Vocabulary • Story Reading 3 With the Teacher, Chapter 5 • Comprehension and Skill Activities 5, 6 Exercise 4a • Exercise 4b: Focus Lesson • Story Reading 4 With the Teacher: Chapter 6 • Comprehension and Skill Activities 7, 8 Exercise 5a • Exercise 5b: Focus Lesson • Story Reading 5, Fluency With the Teacher: E‑Mail 1 • Comprehension and Skill Activities 9, 10 Compr and Skehension ill Units 1 Work 7 – E x t ra P & Hom ractice e Blackl work Ma s i ne Read W ell 2 an te rs d Read Well 2 Plus Exercise 6 • Story Reading 6, Fluency With the Teacher: E‑Mail 2 • Written Assessment Note: Lessons include daily homework. Marily n Spric k, Ann Karen Akiyam Watan abe, a-Paik , and Sh elley V. Jones 12 11 10 09 Copyrig 08 ht 1 2 3 Permissio 2009 Sopris We 4 5 6 st Educati n is gran ted for blacklin the purc onal Services. e l is a regi masters for use hasing teacher All rights rese rved. stered tradema in his or her clas to reproduce these rk of Sop sroom only. ris West Educati onal Serv ices. Read Wel 13 EXERCISE 1 1 SOUND REVIEW Use selected Sound Cards from Units 1–5. Pacing Exercise 1 should take about 15 minutes. ★ 2 NEW SOUND INTRODUCTION • Tell students g-e says /j/ as in page and d-g-e says /j/ as in badge. • Have students look at the pictures, identify “page” and “badge,” and read the sentence. (George wrote his name near the edge of the page.) • Have students practice: g-e says /j/ as in page and d-g-e says /j/ as in badge. • Have students read the sentence again, then identify the words with /j/ as in page and /j/ as in bagde. • For Rows B and C, have students read the underlined sound, then the word. • Have students go back and read the whole words. Provide repeated practice. 3 ACCURACY AND FLUENCY BUILDING • For each task, have students say any underlined part, then read the word. • Set a pace. Then have students read the whole words in each task and column. • Provide repeated practice, building accuracy first, then fluency. C1. Multisyllabic Words • For each word, have students read and finger count each syllable, then read the word. Use the word in a sentence to help with pronunciation. • If the word is unfamiliar, tell students the word, then have them say, spell, and say it. D1. Tricky Words • For each Tricky Word, have students identify known sounds or word parts. Use the word in a sentence to help with pronunciation. • If the word is unfamiliar, tell students the word. Then have students say, spell, and say it. group Try to sound out the first Tricky Word in your head. Thumbs up when you know the word. Use my sentence to help you pronounce the word. Sara, BJ, and I are working on a project together. We are in the same . . . group. Spell group. (g-r-o-u-p) Read the word five times. (group, group, group, group, group) especially Look at the next word. Say the word by parts with me. es-pe-cial-ly Miss Tam missed everyone at home while she was in Ghana, . . . especially . . . her pets. Read the word three times. (especially, especially, especially) won David ran faster than everyone else. He . . . won . . . the race. butcher Mom went to buy meat at the . . . butcher . . . shop. Gazette The name of the newspaper is the Jollytown . . . Gazette. D2. Story Words Tell students the underlined sound, then have them read the word. 4 READING BY ANALOGY Have students figure out the underlined parts by reading other words they know. 14 ★ = New in this unit EXERCISE 1 5 WORDS IN CONTEXT Tell students to use the sounds and word parts they know and then the sentences to figure out how to say each word. Sir Henry Unit 6 1 Exercise Use before Chapters 1 and 2 1 . SOUND REVIEW Use selected Sound Cards from Units 1–5 . ★2 . NEW SOUND INTRODUCTION TEAM EXPECTATIONS (Reminder) Introduce the new sounds /j/ as in page and /j/ as in badge . A ge -dge Provide a quick review of expectations before starting the lesson. George wrote his name near the edge of  the page. page 1. Sit up. badge 2. Follow directions. B   age   cage   gem   stage  3. Help each other. C   judge   ledge   nudge   dodge  4. Work hard and have fun. 3 . ACCURACY AND FLUENCY BUILDING the whole column . A1 B1 Sound Practice crowd wowed flowers Jollytown owner window mowing B cheer true clerk scarf crawled trainer chewed florist goggles support groomer victory community admired groundskeeper bakery contest garbage D1 Tricky Words group especially won butcher Gazette  ACKNOWLEDGE STUDENTS WHEN THEY MEET YOUR EXPECTATIONS Students respond positively when you acknowledge their accomplishments. Pair descriptive praise with an individual turn or job. [Ryan], great job sitting up and finger tracking. You have a professional attitude about your learning. Everyone, watch how [Ryan] is able to follow along while I read. D2 Story Words trophy police grocery Have students figure out the underlined parts by reading other words they know . go   5 . WORDS IN CONTEXT Multisyllabic Words gog • gles sup • port groom • er vic • tor • y com • mu • ni • ty ad • mired grounds • keep • er bake • ry con • test gar • bage me     C1 Mixed Practice 4 . READING BY ANALOGY A For each column, have students say any underlined part, then read each word . Next, have students read de-   local   delight   commotion   delightful  Orlando  Have students use the sounds and word parts they know and then the sentences to pronounce each underlined word . A con • grat • u • late I’m excited that John won the contest.  Let’s congratulate him!  B sta • tion The firefighters waited at the station until they got a call. C fa • mous  ner • vous I was excited to meet the famous singer.  When I met the singer, I couldn’t speak.  I was too nervous. D par • ents Mom and Dad are my parents. © 2009 Sopris West Educational Services . All Rights Reserved . 35 15 UNIT AND STORY OPENER • Sir Henry 5 6 7 Com mu niti PROCEDURES 1. Introducing the Story 6 7 Com m u n i ti e es unities Sopris • Tell students the title of their new story is Sir Henry. Say something like: Everyone, look at the Table of Contents on page 4. Today, we are going to start a new unit about a different community. What does a community do? (The people or animals of the community live and work together.) What’s the title of the story? (Sir Henry) West Edu cat Level 2 ional Ser vices Keep y ou r cool i s s Ta m a s s h with M e v i sits a volcano Sopris West ® Read the title of Chapter 1. (No Ordinary Day) Read the title of Chapter 2. (Local Dog Wins) Read the titles of Chapter 3, 4, 5, and 6 to yourself. Think about what this story might be about. When you are ready to tell me what you think this story is about, put your thumbs up. [Meredith], what do you think this story is going to be about? (I think it is going to be about a dog.) How did you figure that out? (Chapter 2 is called “Local Dog Wins.”) [Aldo], what else do you think it’s about? (I think it’s about a dog show.) How did you figure that out? (It says the dog wins.) • Discuss the gray text question under the picture. Identifying—Authors, Illustrator Have students turn to the title page on page 35. Say something like: Turn to the title page on page 35. Who are the authors? (Ann Watanabe and Marilyn Sprick) Who is the illustrator? (Janet Pederson) 16 TABLE OF CONTENTS UNIT 6 • Sir Henry Sir Henry . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35 FICTION • MYSTERY With the Teacher Vocabulary: Chapters 1, 2 . . . . . . . . . . . . . . . . . . . . . . . . . 36 Chapter 1, No Ordinary Day . . . . . . . . . . . . . . . . . . . . . . . 38 On Your Own Chapter 2, Local Dog Wins . . . . . . . . . . . . . . . . . . . . . . . . 40 With the Teacher Vocabulary: Chapters 3, 4 . . . . . . . . . . . . . . . . . . . . . . . . . 43 Chapter 3, A Distressing Day . . . . . . . . . . . . . . . . . . . . . . 44 On Your Own Chapter 4, The Search . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46 With the Teacher Vocabulary: Chapters 5, 6 . . . . . . . . . . . . . . . . . . . . . . . . . 49 Chapter 5, Problem Solved . . . . . . . . . . . . . . . . . . . . . . . . 50 With the Teacher Chapter 6, Six Years Later . . . . . . . . . . . . . . . . . . . . . . . . . 54 STORY RETELL . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57 2. Introducing the Title Page Fluency FICTION • IMAGINATIVE With the Teacher E-Mail 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 58 With the Teacher E-Mail 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 60 4 s Comm Using Table of Contents; Defining and Using Vocabulary— community; Identifying—Title; Predicting; Explaining 5 its 5–7 Remember, Understand, Apply Read We ll 2 • Un COMPREHENSION PROCESSES UNIT AND STORY OPENER • Sir Henry UNIT 6 Sir Henry Sir Henry . . . . . . . . . . . . . . . . . . 35 by Ann Watanabe and Marilyn Sprick illustrated by Janet Pederson dedicated to Sir Henry and John and Lee White Sir Henry by Ann Watanabe and Marilyn Sprick illustrated by Janet Pederson E-Mail 1 . . . . . . . . . . . . . . . . . . . 58 by Ann Watanabe and Marilyn Sprick illustrated by Janet Pederson E-Mail 2 . . . . . . . . . . . . . . . . . . . 60 by Ann Watanabe and Marilyn Sprick illustrated by Janet Pederson 34 3. Introducing Genre: Fiction • Mystery This story is fiction. What does that mean? (It’s make-believe.) Yes, the story is made up or make-believe, but it is based on a real dog named Sir Henry. 1 This is a story about a community. y Who is part of the community? 35 Comprehending as you go 1 Analyze: Viewing; Understand: Using Vocabulary— community (In this community, there is a firefighter, a police officer, a family, and a dog.) Sir Henry and his brother, Sir Winston, live in Hawaii, and they really do ride around in a convertible. The story is also a mystery. A mystery has a problem that needs to be solved. 17 VOCABULARY • Sir Henry, Chapters 1 and 2 COMPREHENSION PROCESSES Understand, Apply PROCEDURES Introducing Vocabulary local  ★ commotion  ★ delightful  ★ victory, community  ★ congratulate ★ WITH THE TEACHER Chapters 1, 2 Vocabulary For each vocabulary word, have students read the word by parts, then read the whole word. Read the student-friendly explanations to students as they follow with their fingers. Then have students use the vocabulary word by following the gray text and reviewing the photos and illustrations, as appropriate. ★ lo • cal Local describes things and places close to your home or community. A local school is a school close to your home. What do you call a bank that is close to your home?1 ★ com • mo • tion A commotion is a lot of noise and activity. Dad did not like the commotion we made with our music. Describe the commotion.2 ★ de • light • ful Delightful means cheerful and fun. He is a delightful child. Describe the child.3 Using vocabulary (= New 36 1 Understand: Using Vocabulary—local (a local bank) 2 Understand: Describing; Using Vocabulary—commotion (There was a commotion because the music was loud and made the dog howl.) 3 Understand: Describing; Using Vocabulary—delightful (He is delightful because he is cheerful and fun.) 18 ★ = New in this unit VOCABULARY • Sir Henry, Chapters 1 and 2 SIR HENRY ★ vic • to • ry A victory is a win. When the girl won the race, it was a sweet victory. com • mu • ni • ty A community is a group of people or animals that lives and works together. Most people live together in a community. The story of Sir Henry is about a community. Name someone who lives in your community.1 ★ con • grat • u • late Congratulate means to tell others you are happy for them because they won something or did something special. The principal congratulated the student for reading 100 books. If someone wins a race, what will we do? 2 Using vocabulary 37 1 Apply: Making Connections; Using Vocabulary—community (The lunch lady lives in our community . . . ) 2 Understand: Using Vocabulary—congratulate (We will congratulate them.) 19 STORY READING 1 • Sir Henry, Chapter 1 WITH THE TEACHER CHAPTER 1 INSTRUCTIONS Students read Chapter 1 with the teacher and Chapter 2 on their own. Note: If you’re working on an 8- to 11-Day Plan, you will read Chapter 2 with students. COMPREHENSION PROCESSES Remember, Understand, Apply, Analyze COMPREHENSION BUILDING • Encourage students to answer questions with complete sentences, when appropriate. • If students have difficulty comprehending, think aloud with them or reread the portion of the story that answers the question. Repeat the question. PROCEDURES 1. Introducing the Chapter Identifying—Title; Inferring Say something like: Turn to page 38. What’s the title of this chapter? (No Ordinary Day) Why do you think this is no ordinary day? 2. First Reading • Ask questions and discuss the text as indicated by the gray text. • Mix group and individual turns, independent of your voice. Have students work toward a group accuracy goal of 0–5 errors. Quietly keep track of errors made by all students in the group. • After reading the story, practice any difficult words. Repeat, if students have not reached the accuracy goal. 3. Second Reading, Short Passage Practice: Developing Prosody • Demonstrate expressive, fluent reading of the first paragraph. Read at a rate slightly faster than the students’ rate. Say something like: Listen to my expression as I read the first two paragraphs. I’m going to read like I’m telling someone I’m getting ready to go somewhere and I’m excited about it. I’m going to read the sentence that ends with an exclamation mark with even more excitement, and I’m going to exaggerate words that describe things. “It was exactly 6:00 a.m. I could hear the garbage trucks outside my window. I crawled out from under the bed. I was so excited! This was no ordinary day. John, Mom, and Dad were checking to see that everything on our list was packed. I was ready!” • Guide practice with your voice. Read the first page with me. • Provide individual turns while others track with their fingers and whisper read. • Repeat with one paragraph at a time. 20 Correcting Decoding Errors During story reading, gently correct any error, then have students reread the sentence. REPEATED READINGS Prosody On the second reading, students practice developing prosody— phrasing and expression. Research has shown that prosody is related to both fluency and comprehension. STORY READING 1 • Sir Henry, Chapter 1 WITH THE TEACHER WITH THE TEACHER Chapter 1 No Ordinary Day Look at the pictures and think about the chapter title. What do you think is going to happen in this chapter?1 It was exactly 6:00 a.m. I could hear the garbage trucks outside my window. I crawled out from under the bed. I was so excited! This was no ordinary day. John, Mom, and Dad were checking to see that everything on our list was packed. I was ready! I had won the local contest and was going to the state contest. The living room was full of balloons and treats. My trainer, the kids next door, the grocery clerk, and the florist with flowers all arrived at the same time to send me off. What kind of day is it?2What do you think the family is doing? 3 38 Comprehending as you go 1 Apply: Predicting (Something special will happen. Someone will win a prize . . . ) 2 Remember: Identifying—What, Using Vocabulary—ordinary (It is no ordinary day.) 3 Apply: Inferring; Explaining (The family is packing to go to the state contest.) 21 STORY READING 1 • Sir Henry, Chapter 1 WITH THE TEACHER SIR HENRY I loved all the commotion. Every once in a while, someone would pat me on the head and say, “Good job.” John looked a little nervous. At exactly 9:00 a.m., we were ready to go. Mom threw my scarf around my neck. Dad helped me with my goggles. Soon we were on our way to Orlando and the state contest. FOCUS ON INFERENCE After completing the page, say something like: Yes, you figured out that the dog is talking. At first, I thought it was the boy. The book doesn’t tell us who the speaker is, but the speaker said he was wearing a scarf and goggles. Who is telling the story?1There are two clues that tell you who is talking. What are the clues? 2 39 Who is wearing a scarf and goggles? (the dog) You’re good detectives. This story is being told by the dog! Comprehending as you go 1 Understand: Identifying—Narrator (The dog is telling the story.) 2 Analyze: Drawing Conclusions; Apply: Inferring, Viewing (The story says he crawled out from under the bed. People patted him on the head. The story says mom threw a scarf around his neck and dad helped him put on goggles. In the picture, the dog is wearing the scarf and goggles.) 22 STORY READING 1 • Sir Henry, Chapter 2 CHAPTER 2 INSTRUCTIONS Students read Chapter 2 on their own. Note: If you’re working on an 8- to 11-Day Plan, you will read Chapter 2 with students. COMPREHENSION PROCESSES ON YOUR OWN PREP NOTE Setting a Purpose Write questions on a chalk board, white board, or large piece of paper before working with your small group. Remember, Understand, Apply PROCEDURES FOR READING ON YOUR OWN 1. Getting Ready Have students turn to Chapter 2 on page 40. 2. Setting a Purpose Explaining, Identifying—Who Before students begin reading, say something like: On page 40, you’re going to read a newspaper article. Read to find out the answers to these questions: • Who won Best in Show at the State Contest? • What did John and his parents say? • What happened when Sir Henry and John got back to their community? Before you start reading, look at the picture on page 40. What does the picture show? (a dog and a trophy) Here’s a clue for you as you read. The trophy is very important in the rest of the story. 3. Reading on Your Own: Partner or Whisper Reading • Have students take turns reading every other page with a partner or have students whisper read on their own. • Continue having students track each word with their fingers. • Have students ask themselves or their partners the gray text questions. For Whisper Reading, say something like: Everyone, turn to page 40. This is where you’re going to start reading on your own—without me. Please whisper read with your finger, so I can see where you are in your work. Turn to page 42. That’s where you are going to stop reading. For Partner Reading, say something like: Everyone, turn to page 40. This is where you’re going to start Partner Reading. Where are you going to sit? (at our desks, side by side) You will take turns reading pages. If you are the listener, what will you do? (keep my book flat, follow with my finger, compliment my partner) If you are the reader, what will you do? (keep my book flat, finger track, read quietly) Turn to page 42. That’s where you are going to stop reading. 4. Comprehension and Skill Work For students on a 6-Day Plan, tell them they will do Comprehension and Skill Activities 1 and 2 after they read Chapter 2 on their own. Guide practice, as needed. For teacher directions, see pages 27 and 28. (For 8- to 11-Day Plans, see the Lesson Planner, page 9.) 5. Homework 1: Repeated Reading 23 STORY READING 1 • Sir Henry, Chapter 2 ON YOUR OWN ON YOUR OWN Chapter 2 Local Dog Wins Jollytown Gazette Local Dog Wins Best in Show at State Contest by George Page, reporter Sir Henry White wowed the crowd and judges at the state contest—winning Best in Show. The judge exclaimed, “Just delightful! This dog is a true winner.” Sir Henry’s owner, John White, beamed. John White’s parents said, “We are thankful for everyone’s support.” John read a thank-you note to the community. “Sir Henry and I want to thank you all for your help. We especially want to thank Groomer’s Delight and Sir Henry’s vet and trainers. This victory belongs to many people.” What did Sir Henry win?1Who did Sir Henry and John thank?2 40 Comprehending as you go 1 Remember: Identifying—What (Sir Henry won Best in Show at the state contest.) 2 Remember: Identifying—Who; Using Vocabulary—community (Sir Henry and John thanked the community.) 24 STORY READING 1 • Sir Henry, Chapter 2 ON YOUR OWN SIR HENRY When we got home, John and I took a long walk through the neighborhood. Everywhere we went, people congratulated us. I carried the trophy with me. The firefighters let me sit on their truck so they could get a picture of me. When we got to the pet store, the owner gave me a bone. John carefully put the trophy where I could watch it while I chewed on the bone. Why did everyone in the neighborhood congratulate Sir Henry?1How did Sir Henry feel about his trophy?2How can you tell?3 41 Comprehending as you go 1 Apply: Inferring; Explaining; Defining and Using Vocabulary—congratulate (They congratulated him because they were happy he won. They were proud of him . . . ) 2 Apply: Inferring, Explaining (He was proud of it . . . ) 3 Apply: Inferring, Explaining (He carried it around with him. He watched it all the time . . . ) 25 STORY READING 1 • Sir Henry, Chapter 2 ON YOUR OWN ON YOUR OWN As soon as the kids in the park saw us, they dashed over to see us. They admired the trophy. Even the groundskeeper stopped mowing the lawn to congratulate us. John and I took a long victory walk through the neighborhood. Before going home, we stopped and talked at the butcher shop, the bakery, and the police station. I was famous! y unit omm up of c r You e gro lives is th le who your peop orks in od. w o and ighborh e n Sir Henry and John took a victory walk through the neighborhood. What do you think a victory walk is?1People in the community congratulated Sir Henry. Who were some of these people?2 42 Comprehending as you go 1 Apply: Inferring; Understand: Defining and Using Vocabulary—victory (You go on a victory walk when you win something . . . ) 2 Understand: Explaining; Using Vocabulary—community, congratulate (People in the community who congratulated Sir Henry were the firefighters, the kids, the groundskeeper . . . ) 26 COMPREHENSION AND SKILL ACTIVITY 1 STORY COMPREHENSION COMPREHENSION PROCESSES Remember, Understand, Apply Sir Henry Unit WRITING TRAITS 6 Activity 1 Use after Exercise 1 and Chapters 1 and 2 Conventions—Capital, Period Name _________________________________ Story Comprehension No Ordinary Day Identifying—Main Character/Narrator 1 Who is telling the story? Mrs. White, the mom Identifying—Beginning Sir Henry, the dog John, the owner 2 At the beginning of the story, it was no ordinary day because Sir Henry . . . crawled out from the under the table. had won the local contest and was going to the state contest. was excited about popping balloons. Identifying—What Using Vocabulary—commotion 3 Main Idea: Sir Henry loved the commotion. Check all the things that describe the commotion. Inferring The trainer and the kids next door came at the same time. The grocery clerk came with the kids. The florist came with flowers. Grandfather was sleeping on the couch. 4 Two clues tell you Sir Henry is a dog. Check the two clues. He woke up at exactly 6:00 a.m. He crawled out from under the bed. People would pat him on the head and say, “Good job.” Describing—Character Traits (Characterization) (Accept any reasonable response.) 5 Describe Sir Henry. is a show dog. wears a scarf and goggles. lives with the White family. Sir Henry He He © 2009 Sopris West Educational Services. All Rights Reserved. 55 PROCEDURES For each step, demonstrate and guide practice, as needed. Then have students complete the page independently. 1. Selection Response—Basic Instructions (Items 1, 2, 4) • Have students read each sentence starter or question, then fill in the bubble or check the blank with the correct answer. • Think aloud with students and discuss the multiple-choice options, as needed. • Remind students to put a period at the end of the sentences. 2. Main Idea: Selection Response—Basic Instructions (Item 3) Have students read the main idea statement and check the correct responses. 3. Characterization: Sentence Completion (Item 5) Have students complete the sentences to describe Sir Henry’s characteristics. Remind them to use capitals and periods. Self-monitoring Have students check and correct their work. 27 COMPREHENSION AND SKILL ACTIVITY 2 PASSAGE READING FLUENCY FLUENCY Accuracy, Expression, Rate PROCEDURES For each step, demonstrate and guide practice, as needed. Then have students complete the page independently. 28 Passage Reading—Basic Instructions • Have students read the practice words. • Have students finger track and whisper read the story two times— the first time for accuracy and the second time for fluency. Have students cross out a trophy each time they finish. • Have students do a one-minute Timed Reading and cross out the timer. ACCURACY PRECEDES RATE (Reminder) Students should read the story with a high degree of accuracy before proceeding to Timed Readings. Reading for increased rate before establishing a high degree of accuracy may encourage students to guess at words. COMPREHENSION AND SKILL ACTIVITY 2 Sir Henry Unit 6 Activity 2 Use after Exercise 1 and Chapters 1 and 2 Name __________________________________ Passage Reading Fluency 1. Practice these words: wagging wiggling excited decided nervous congratulate 2. Read the story 2 times. Cross out a trophy each time you read the story. John and Sir Henry John and Sir Henry were at the local dog show. While they waited their turn to go into the show ring, John carefully brushed Sir Henry’s thick fur. Sir Henry kept wagging his tail and wiggling all over. He was excited! John was excited too, but he was also nervous. Finally, it was time to enter the show ring. Sir Henry was not nervous at all. He walked proudly around the ring. The judges were impressed. They decided Sir Henry was the best dog at the show. Sir Henry and John won! After the show, everyone wanted to congratulate the winners. There was quite a commotion as people patted Sir Henry and shook John’s hand. Sir Henry and John were very proud of their trophy. 13 26 39 50 63 75 88 92 101 113 125 3. Set a timer and see how far you can read in one minute. Then cross out the timer. 56 © 2009 Sopris West Educational Services. All Rights Reserved. 29 EXERCISE 2 1 SOUND REVIEW Have students read the sounds and key word phrases. Work for accuracy, then fluency. 2 ACCURACY AND FLUENCY BUILDING C1. Related Words For each group of words, tell students the related word. Then have them read the words. All the words in the first group are related to the word report. Read the words. The next words are related to . . . D1. Word Endings Have students read any underlined word, then the word with the ending. Note: Tell students that you change the y to i when you add ed to “study.” Accuracy and Fluency Building (Reminder) • For each task, have students say any underlined part, then read the word. • Set a pace. Then have students read the whole words in each task and column. • Provide repeated practice, building accuracy first, then fluency. E1. Tricky Words • For each Tricky Word, have students identify known sounds or word parts. Use the word in a sentence to help with pronunciation. neighbors Look at the first word. Say the word by parts with me. neigh-bors The people who live around us are called our . . . neighbors. Say the words two times. (neighbors, neighbors) search English group beautiful Maddy lost her ring. She started to . . . search . . . for it. The language we are speaking is . . . English. We are all working together in a . . . group. The sunset was very, very . . . beautiful. E2. Story Words For each word, tell students the underlined sound and have them read the word. Use the word in a sentence, as needed. Say something like: retrace The underlined sound is /sss/. Say the underlined sound. (/sss/) Now read the word. (retrace) We will walk back the same way we came. We will . . . retrace . . . our steps. officer excited Jack needed help, so he found a police . . . officer. We were . . . excited . . . about going to the seashore. 3 WORDS IN CONTEXT 4 MULTISYLLABIC WORDS For each word, have students read each syllable, finger count, then read the whole word. Use the word in a sentence, as appropriate. 30 ★ = New in this unit EXERCISE 2 5 MORPHOGRAPHS AND AFFIXES • Remind students that a morphograph is a word part that means something. ★ Introduce “bi = two.” • Have students read each word and what it means. • For Row B, have students read the underlined part, then the word. Sir Henry Unit 6 Exercise 2 Use before Chapters 3 and 4 1 . SOUND REVIEW A   ge as in page     B Have students review sounds for accuracy, then for fluency . ew as in crew   ea   u_e   2 . ACCURACY AND FLUENCY BUILDING the whole column . A1 3 . WORDS IN CONTEXT ue   ar  B2 steps corner low mind showed store E1 Word Endings report reports reported reporter Mixed Review morning doub/t twelve solve  Wong ow as in snow  D1 Related Words quite admire spoke roses A2 aw   C1 Bossy E Mixed Practice o as in open   For each column, have students say any underlined part, then read each word . Next, have students read B1 New Sound Practice charge orange judged German -dge as in badge   impressed dragged gathered groomer baker pleaded distress distressed distressing study studied disappear disappears disappeared Tricky Words neighbors search  English group beautiful E2 Story Words retrace officer excited BUILDING MASTERY (Reminder) For each task, have students work first on accuracy and then on fluency. Have fun! Practice words multiple times in varied ways. Have students whisper the words, squeak the words, and read the sounds and words in a rhythm. GENTLE CORRECTIONS If you hear an error, write the word on the board. Have all students identify the difficult sound and then blend the word. Periodically, repeat practice of the difficult word. Have students use the sounds and word parts they know and then the sentence to pronounce each underlined word . A li • brar • i • an Miss Tam was a librarian before she retired. B flor • ist Dad got Mom some roses from the florist. 4 . mULTISYLLABIC WORDS Have students read and finger count each word part, then read each whole word . A Span • ish Spanish com • ments  comments B vol • un • teers volunteers prob • lems problems C ap • pe • tite appetite bar • ber barber D in • for • ma • tion information our • selves ourselves 5 . mORPHOGRAPHS AND AFFIXES Have students practice reading “bi = two” and related words . For Row B, have students read the underlined part, then the word . ★ bi = two   A B 36   thankful   bicycle = two wheels   commotion   bicolored = two colors  exhausted   unturned  © 2009 Sopris West Educational Services . All Rights Reserved . 31 VOCABULARY • Sir Henry, Chapters 3 and 4 COMPREHENSION PROCESSES Remember, Apply PROCEDURES Introducing Vocabulary ★ ★ WITH THE TEACHER plead  ★ distressed  exhausted  ★ retrace For each vocabulary word, have students read the word by parts, then read the whole word. Read the student-friendly explanations to students as they follow with their fingers. Then have students use the vocabulary word by following the gray text and reviewing the photos and illustrations, as appropriate. Chapters 3, 4 Vocabulary ★ plead Plead means to beg. When you really want something, you may beg, or plead, for it. The boy pleaded with his mom to let him stay up late. Have you ever begged, or pleaded, for something? What was it?1 ★ dis • tressed Distressed means very upset. The girl was distressed when she lost her dog. Have you ever been very upset and worried? What were you distressed about?2 ★ ex • haust • ed Exhausted means very tired. The baby was exhausted after visiting the relatives. Show me what you would look like if you were exhausted.3 ★ re • trace Using vocabulary Retrace means to go back and do something again. When you retrace your steps, you go back exactly the way you came. I lost my ring and retraced my steps to find it. If you lost your pencil on the way to the library, what should you do?4 (= New 43 1 Apply: Making Connections; Using Vocabulary—plead (I pleaded for a video game. I pleaded for a puppy . . . ) 2 Apply: Making Connections; Using Vocabulary—distressed (I was distressed when my brother had to go to the hospital. I was distressed when my mom lost her job . . . ) 3 Apply: Demonstrate; Using Vocabulary—exhausted 4 Apply: Using Vocabulary—retrace (I should retrace my steps and look for it.) 32 ★ = New in this unit STORY READING 2 • Sir Henry, Chapter 3 WITH THE TEACHER CHAPTER 3 INSTRUCTIONS Students read Chapter 3 with the teacher and Chapter 4 on their own. Note: If you’re working on an 8- to 11-Day Plan, you will read Chapter 4 with students. COMPREHENSION PROCESSES Remember, Understand, Apply PROCEDURES 1. Reviewing Chapters 1 and 2 Using Vocabulary—community, victory, congratulate • Have students turn to page 40. Quickly discuss the questions from Chapter 2, Setting a Purpose. Say something like: Yesterday, you read Chapter 2 on your own. Let’s see what you found out. • Who won Best in Show at the State Contest? (Sir Henry) • What did John and his parents say? (They thanked the community.) •W  hat happened when Sir Henry and John got back to their community? (They took a victory walk. Everyone congratulated Sir Henry.) 2. Introducing Chapter 3 Identifying—Title; Defining and Using Vocabulary—distressed; Predicting Have students turn to page 44. Discuss the title. Say something like: What’s the title of this chapter? (A Distressing Day) What does distressing mean? (Distressing means very upset.) So what do you think might happen in this chapter? (Someone is going to get distressed, something is going to happen to Sir Henry . . . ) 3. First Reading • Ask questions and discuss the story as indicated by the gray text. • Mix group and individual turns, independent of your voice. Have students work toward a group accuracy goal of 0–2 errors. Quietly keep track of errors made by all students in the group. • After reading the story, practice any difficult words. Reread the story if students have not reached the accuracy goal. 4. Second Reading, Timed Readings: Repeated Reading • As time allows, have students do Timed Readings while others follow along. • Time individuals for 30 seconds and encourage each child to work for a personal best. • Determine words correct per minute. Record student scores. 33 STORY READING 2 • Sir Henry, Chapter 3 WITH THE TEACHER WITH THE TEACHER Chapter 3 A Distressing Day Jollytown Gazette Show Trophy Disappears FINGER TRACKING (Reminder) To help students keep their places and follow along when others read, continue having them track text with their fingers. Give turns to individual students who are following along. by George Page, reporter This morning, Police Officer Wong of the Jollytown police reported, “Sir Henry White’s Best in Show Trophy has disappeared.” Owner John White was speechless and had no comment. John’s parents pleaded to people in the community, “Please call if you have any information about the missing trophy. Sir Henry is quite distressed. He is moody and will not come out of the corner.” Officer Wong said, “Anyone with information on the missing trophy should call the Doggie Help Hotline.” FOCUS ON VOCABULARY— distressed After reading the page, say something like: Who is distressed? (Sir Henry) How can the White family tell that Sir Henry is distressed? (He is moody and will not come out of the corner.) What is the problem? 1What did John’s parents ask the people in the community to do? 2Why? 3 44 Comprehending as you go 1 Understand: Explaining—Problem (Sir Henry’s trophy disappeared.) 2 Remember: Identifying—What (They asked people to call if they have any information about the trophy.) 3 Apply: Inferring, Explaining (Someone might have seen it . . . ) 34 STORY READING 2 • Sir Henry, Chapter 3 WITH THE TEACHER SIR HENRY I could not believe that my trophy was gone. I went to bed that night without eating. I had lost my appetite. John tried to help. He said, “Don’t worry, Sir Henry. Officer Wong has called on community volunteers to help find your trophy. We will leave no stone unturned.” mmunities People in co ther work toge lems. ob to solve pr John told Sir Henry that the community volunteers would leave no stone unturned. What does that mean? 1 45 Comprehending as you go 1 Apply: Inferring; Understand: Defining (It means they will look everywhere. It means they will look under every stone . . . ) 35 STORY READING 2 • Sir Henry, Chapter 4 ON YOUR OWN CHAPTER 4 INSTRUCTIONS Students read Chapter 4 on their own. Note: If you’re working on an 8- to 11-Day Plan, you will read Chapter 4 with students. COMPREHENSION PROCESSES Remember, Understand, Apply PROCEDURES FOR READING ON YOUR OWN 1. Introducing Chapter 4 and Reviewing Genre, Mystery Identifying—Problem; Predicting • Have students turn to page 46. Turn to page 46. This chapter is called “The Search.” This story is a mystery. In a mystery, there’s a problem that needs to be solved. What is the problem in this story? (Sir Henry’s trophy is missing.) What do you think people are going to do in this chapter? (look for the trophy) 2. Setting a Purpose Identifying—Who; Explaining Before students begin reading, say something like: As you read the next pages, try to answer: • Who organized the search? • Who helped with the search? • What did Sir Henry and John do to look for the trophy? 3. Reading on Your Own: Partner or Whisper Reading • Have students take turns reading every other page with a partner or have students whisper read on their own. • Continue having students track each word with their fingers. Note: At this reading level, Finger Tracking allows you to monitor student engagement and increases accuracy and fluency. • Have students ask themselves or their partners the gray text questions. 4. Comprehension and Skill Work For students on a 6-Day Plan, tell them they will do Comprehension and Skill Activities 3 and 4 after they read Chapter 4 on their own. Guide practice, as needed. For teacher directions, see pages 40 and 41. (For 8- to 11-Day Plans, see the Lesson Planner, page 9.) 5. Homework 2: Repeated Reading 36 PREP NOTE Setting a Purpose Write questions on a chalkboard, white board, or large piece of paper before working with your small group. STORY READING 2 • Sir Henry, Chapter 4 ON YOUR OWN ON YOUR OWN Chapter 4 The Search It seemed like the whole community showed up to search for my trophy. There were a lot of people— the butcher, the baker, and the neighborhood kids. The barber, my groomer, my trainer, the florist, and the librarian all showed up. Some were old friends and some were new neighbors. I was impressed! Officer Wong took charge. She gathered everyone together and gave each group a map. Everyone studied their maps. One group spoke in Spanish, another in German, and others just spoke plain ordinary English. There was no doubt in my mind that they all wanted to help. made s are ie it n u ent Comm differ many f o up ople. of pe kinds Who is helping to look for the trophy?1Why is Sir Henry impressed by the search for his trophy?2 46 Comprehending as you go 1 Remember: Identifying—Who; Using Vocabulary—community (Everyone in the community is helping—the barber, the butcher, the baker . . . ) 2 Apply: Inferring; Explaining; Using Vocabulary—impressed (Sir Henry is impressed because so many people came to help.) 37 STORY READING 2 • Sir Henry, Chapter 4 ON YOUR OWN SIR HENRY Officer Wong told John and me to retrace our steps. The victory walk in the neighborhood was the last time we had the trophy. Here’s the map that John and I used. 2 1 3 4 5 We walked, and walked, and walked. 1 2 3 4 The trophy was not at the fire station. The trophy was not at the pet store. The trophy was not at the park. The trophy was not at the butcher’s shop or the bakery. 5 Our last stop was the police station. Where did John and Sir Henry look for the trophy?1Let’s retrace their steps on the map.2 47 Comprehending as you go 1 Understand: Summarizing, Sequencing (First they looked at the fire station, then at the pet store, then at the park, then the butcher’s shop and bakery. The last stop was the police station.) 2 Apply: Demonstrating; Using Maps; Viewing; Using Vocabulary—retrace 38 STORY READING 2 • Sir Henry, Chapter 4 ON YOUR OWN ON YOUR OWN We were exhausted. With our heads hanging low, we dragged ourselves into the station. Twelve beautiful orange roses sat on the clerk’s desk. I started to admire the flowers when . . . I heard myself bark. Oh, my! I couldn’t believe my eyes! The roses were sitting in my trophy! What did Sir Henry do when he saw the orange roses?1What were the roses in?2Was Sir Henry’s problem solved?3There is still a mystery. What is it? 4 48 Comprehending as you go 1 Remember: Identifying—What (Sir Henry started to admire the roses.) 2 Remember: Identifying—What (The roses were in his trophy.) 3 Understand: Explaining—Solution (Yes, he found his trophy.) 4 Apply: Inferring, Explaining (The mystery is how his trophy ended up at the police station with roses in it.) 39 COMPREHENSION AND SKILL ACTIVITY 3 STORY COMPREHENSION COMPREHENSION PROCESSES Understand Sir Henry Unit 6 Activity 3 Use after Exercise 2 and Chapters 3 and 4 Name _________________________________ Story Comprehension Identifying—What, Using Vocabulary—distressed, impressed Defining and Using Vocabulary— distressed Identifying—What Identifying—Action Using Vocabulary—community A Distressing Day 1 Sir Henry was excited distressed distressed 2 What’s another word that means distressed? excited happy because his trophy was missing. impressed upset 3 What did Sir Henry do when the trophy disappeared? He got excited and wagged his tail. He got moody and wagged his tail. He got moody and wouldn’t come out of the corner. 4 Officer Wong was in charge of finding the missing trophy. Check three things that tell what Officer Wong did. reported the missing trophy to the Jollytown Gazette would not come out of the corner asked that anyone with information on the missing trophy call the Doggie Help Hotline called on community volunteers to help find the trophy called on community volunteers to rake leaves Illustrating 5 Draw a picture of the missing trophy. © 2009 Sopris West Educational Services. All Rights Reserved. PROCEDURES For each step, demonstrate and guide practice, as needed. Then have students complete the page independently. 1. Selection Response—Basic Instructions (Items 1–4) • Have students read each sentence or question, then fill in the bubble and/or blank with the correct answer. • Think aloud with students and discuss the multiple-choice options, as needed. 2. Illustrating—Basic Instructions (Item 5) Have students draw a picture of the missing trophy. Self-monitoring Have students check and correct their work. 40 57 COMPREHENSION AND SKILL ACTIVITY 4 MAIN IDEA COMPREHENSION PROCESSES Remember, Understand, Apply, Analyze Sir Henry Unit 6 Activity 4 Use after Exercise 2 and Chapters 3 and 4 WRITING TRAITS Main Idea Conventions—Complete Sentence, Capital, Period Using Vocabulary—community Identifying—Who Identifying—Action; Supporting Details Drawing Conclusions Inferring—Main Idea Visualizing; Illustrating Name __________________________________ At the playground, some of the community volunteers picked up trash. Some of the community volunteers raked leaves. Some of the volunteers painted the swings. 1 Who are these sentences about? a garbage truck trees community volunteers 2 Check what the volunteers did. had lunch picked up trash raked leaves played on the swings painted the swings 3 The volunteers picked up trash, raked leaves, and painted the swings. What was the main thing the volunteers did? came together to have lunch cleaned up the playground cleaned up the community center together (Accept any reasonable response.) 4 Write and illustrate the main idea. (Start with The community volunteers . . . ) The community volunteers cleaned up the playground. 5 © 2009 Sopris West Educational Services. All Rights Reserved. PROCEDURES For each step, demonstrate and guide practice, as needed. Then have students complete the page independently. 1. Main Idea: Selection Response—Basic Instructions (Items 1–3) • Have students read the paragraph in the box. • Have students read the questions, then fill in the bubbles and/or check the correct answers. 2. Main Idea: Sentence Writing, Illustrating—Basic Instructions (Item 4) Have students write the main idea sentence. Remind them to use a capital and a period. Then have students draw a picture of the main idea. Who is the paragraph about? (the community volunteers) What did you learn about the community volunteers? (They cleaned up the playground.) What should we start our sentence with? (The community volunteers) What can you write for the main idea? (The community volunteers cleaned up the playground.) 41 EXERCISE 3 1 SOUND REVIEW Use selected Sound Cards from Units 1–6. 2 ACCURACY AND FLUENCY BUILDING • For each task, have students say any underlined part, then read the word. • Set a pace. Then have students read the whole words in each task and column. • Provide repeated practice, building accuracy first, then fluency. D1. Word Endings Have students read any underlined word, then the word with an ending. Note: Tell students that you drop the e when you add -ing to “dine” and “change.” E1. Tricky Words • For each Tricky Word, have students identify known sounds or word parts. Use the word in a sentence to help with pronunciation. • If the word is unfamiliar, tell students the word. Then have students say, spell, and say it. buys Try to sound out the first Tricky Word in your head. Thumbs up when you know the word. Use my sentence to help you pronounce the word. Sometimes when we go to the store, my mom . . . buys . . . me a treat. Spell buy. (b-u-y) Read the word five times. (buys, buys, buys, buys, buys) discovers Look at the next word. Say the word by parts with me. dis-cov-ers In the book, Zack finds a cave no one knew about. He . . . discovers . . . a cave. Read the word two times. (discovers, discovers) events front puts table Lots of things were going on at the state fair. There were many . . . events. The Table of Contents is found in the . . . front . . . of a book. After my sister is done playing with her toys, she always . . . puts . . . them away. Our classroom has many chairs and a round . . . table. 3 MULTISYLLABIC WORDS • For each word in Row A, have students read each syllable, finger count, then read the word. Use the word in a sentence, as appropriate. polishes 3 syllables My dad waxes and . . . polishes . . . the car. silver 2 syllables Shelly has a special pen that writes in . . . silver . . . ink. dollar 2 syllables Juan spent almost all his money. He had one . . . dollar . . . left. September 3 syllables School starts in the month of . . . September. • For Row B, have students read each whole word. • Repeat practice on whole words, building accuracy, then fluency. Multisyllabic Words Correction Procedure If students make an error, write the word on the board. Draw loops under each syllable and guide practice with your hand. Have students say each syllable, then read the whole word. 4 WORDS IN CONTEXT • Tell students to use the sounds and word parts they know and then the sentences to figure out how to say each word. Assist, as needed. • Have students read each word part, the whole word, then the sentence. 42 EXERCISE 3 Sir Henry Unit 6 Exercise 3 Use before Chapter 5 1 . SOUND REVIEW Use selected Sound Cards from Units 1–6 . 2 . ACCURACY AND FLUENCY BUILDING the whole column . A1 B1 New Sound Practice C1 Bossy E orange rummage edge dodge George Page D1 Mixed Practice vases White shared sale B2 Buildups be begin beginning beginnings  3 . mULTISYLLABIC WORDS whole word . For each column, have students say any underlined part, then read each word . Next, have students read E1 Word Endings found clue leads afternoon opened during shelf station retrace buys discovers events front puts table dine dining change changing Have students read and finger count each word part, then read each whole word . For Row C, have students read each A pol • ish • es polishes sil • ver silver B dol • lar dollar Sep • tem • ber September C   community   4 . WORDS IN CONTEXT Mistakes are an important part of learning! • If you hear a mistake, say something like: Oops, that was hard, but we can get it! • Demonstrate or guide students on the correct skill or strategy (sound, sounding out, reading a word by parts . . . ). • Have the group practice the skill. • Make sure the individual who made the mistake has an opportunity to demonstrate that he or she worked hard and got it. • Give descriptive feedback. [Sienna], you worked hard and now you can read the Tricky Word front. Tricky Words happened gathered walking florists  victory   thankful   LEARNING FROM MISTAKES (Reminder) information  Have students use the sounds and word parts they know and then the sentences to pronounce each underlined word . A se • lect I get to choose my birthday cake.  I always select chocolate. B de • li • vers The mailman delivers letters and packages each day. C ac • cord • ing According to the news report, it will rain today. D to • mor • row I can’t go today, but Mom said I can go tomorrow. E Fri • day My brother is going to a birthday party on Friday. © 2009 Sopris West Educational Services . All Rights Reserved . 37 43 VOCABULARY • Sir Henry, Chapters 5 and 6 COMPREHENSION PROCESSES Apply PROCEDURES Introducing Vocabulary SIR HENRY popular  ★ sulk  ★ chain of events For each vocabulary word, have students read the word by parts, then read the whole word. Read the student-friendly explanations to students as they follow with their fingers. Then have students use the vocabulary word by following the gray text and reviewing the photos and illustrations, as appropriate. Chapters 5, 6 Vocabulary pop • u • lar Something is popular when many people like it. Our local restaurant is very popular. What do you know about the restaurant?1 ★ sulk Sulk means to show that you are unhappy. People often sulk by pouting and not talking. Mom said that we could not stay up late. We were so unhappy that we sulked. What do some kids do when they can’t have their way?2 Idioms and Expressions Using vocabulary ★ chain of e • vents A chain of events is a series of things that happen in a certain order. Each thing causes the next thing to happen. Minnie Bird screeched. Miss Tam jumped and spilled the milk. Old Scraggly Cat walked through the milk and left paw prints all over the house. What was the chain of events?3 (= New 49 1 Understand: Defining and Using Vocabulary—popular (Many people like the restaurant.) 2 Apply: Using Vocabulary—sulk (Some kids sulk when they can’t have their way.) 3 Apply: Using Idioms and Expressions—chain of events (The chain of events was the bird screeched, Miss Tam spilled the milk, then the cat left paw prints all over the house.) 44 ★ = New in this unit STORY READING 3 • Sir Henry, Chapter 5 WITH THE TEACHER CHAPTER 5 INSTRUCTIONS Students read with the teacher. (The remainder of “Sir Henry” is read with the teacher.) COMPREHENSION PROCESSES Remember, Understand, Apply PROCEDURES 1. Reviewing Chapter 4 Identifying—Who, Using Vocabulary—community, retrace Have students turn to page 46. Quickly discuss the questions from Chapter 4, Setting a Purpose. Say something like: Yesterday, you read Chapter 4 on your own. Let’s see what you found out. • Who organized the search? (Officer Wong organized the search.) •W  ho helped with the search? (Many people from the community helped—the butcher, the baker, the neighborhood kids, the barber, groomer, trainer, florist, and librarian.) •W  hat did Sir Henry and John do to look for the trophy? (They retraced their steps.) 2. Introducing Chapter 5 • Have students read the chapter title. • Ask the gray text questions under the chapter title. 3. First Reading • Ask questions and discuss the story as indicated by the gray text. • Mix group and individual turns, independent of your voice. Have students work toward a group accuracy goal of 0–4 errors. Quietly keep track of errors made by all students in the group. • After reading the story, practice any difficult words. Reread the story if students have not reached the accuracy goal. Correcting Decoding Errors During story reading, gently correct any error, then have students reread the sentence. 4. Second Reading, Short Passage Practice: Developing Prosody • Demonstrate expressive, fluent reading of the first two paragraphs. Listen to my expression as I read the part where Officer Wong is talking to the reporters. I’m going to make it sound like she is being very professional. “Officer Wong: Good morning, I am happy . . . ” • Guide practice with your voice. • Provide individual turns while others track with their fingers and whisper read. • Repeat with one paragraph at a time. 5. Partner Reading or Whisper Reading: Repeated Reading Before beginning independent work, have students finger track and do Partner or Whisper Reading. 6. Comprehension and Skill Work Tell students they will do Comprehension and Skill Activities 5 and 6 after they read Chapter 5. Guide practice, as needed. For teacher directions, see pages 50 and 51. 7. Homework 3: Repeated Reading 45 STORY READING 3 • Sir Henry, Chapter 5 WITH THE TEACHER WITH THE TEACHER Chapter 5 Problem Solved What’s the mystery? What do you hope to learn in this chapter? Jollytown Gazette Sir Henry’s Trophy Found by George Page, reporter According to Police Officer Wong, Sir Henry’s trophy has been found. Information will be shared at the Jollytown Community Hall tomorrow at 8:00 a.m. 50 46 STORY READING 3 • Sir Henry, Chapter 5 WITH THE TEACHER SIR HENRY People from all over gathered at the community hall to find out what had happened to my trophy. Officer Wong opened the meeting. Officer Wong: Good morning. I am happy to report that Sir Henry’s Best in Show trophy has been found. It was on the front desk of the Jollytown Police Station. Any questions? Reporter: Officer Wong: Reporter: Officer Wong: Officer, why was the trophy at the police station? It was the clerk’s birthday. What does that have to do with the missing trophy? Orange roses were in the trophy. Reporter: But what were the roses doing in the trophy? Officer Wong: Let me tell you about the chain of events. Where was the trophy found?1We don’t know how the roses got in the trophy or how the trophy got to the police station. What do you think happened?2 51 Comprehending as you go 1 Remember: Identifying—Where (The trophy was at the police station.) 2 Apply: Inferring, Explaining (Sir Henry left his trophy at the police station and the clerk put her flowers in it. The police found the trophy and put flowers in it to surprise Sir Henry . . . ) 47 STORY READING 3 • Sir Henry, Chapter 5 WITH THE TEACHER 52 48 WITH THE TEACHER STORY READING 3 • Sir Henry, Chapter 5 WITH THE TEACHER SIR HENRY • • • • FRIDAY, SEPTEMBER 17 Sir Henry and John return home from victory walk. Trophy left on dining room table. Mrs. White bumps the trophy. Trophy falls into rummage sale box. SATURDAY, SEPTEMBER 18 • White family reports trophy missing. • Florist buys trophy at rummage sale for one dollar, thinking it is a vase. • Florist puts trophy on shelf with other vases. • Florist gets call for 12 orange roses. • Florist selects silver vase. • Florist delivers orange roses to the police station for the clerk’s birthday. SUNDAY, SEPTEMBER 19 • Ofcer Wong leads search party. • Sir Henry and John retrace steps. • Dog discovers trophy with orange owers in it at the police station. This chart shows the chain of events. What do you think that means?1How did the trophy end up in the rummage sale box?2Who thought the trophy was a vase?3What happened next?4 53 Comprehending as you go 1 Understand: Defining and Using Idioms and Expressions—chain of events (A chain of events is a series of things that happen in a certain order.) 2 Understand: Explaining (Mrs. White bumped into it and it fell off the table.) 3 Remember: Identifying—Who (The florist thought the trophy was a vase.) 4 Understand: Explaining (The florist put flowers in the trophy and delivered it to the police station.) 49 COMPREHENSION AND SKILL ACTIVITY 5 STORY COMPREHENSION COMPREHENSION PROCESSES Remember, Understand, Apply Sir Henry Unit WRITING TRAITS 6 Activity 5 Use after Exercise 3 and Chapter 5 Conventions—Capital, Period Name _________________________________ Story Comprehension Problem Solved Identifying—Setting Using Vocabulary—community 1 Where did this chapter take place? (Start with This chapter took place . . . ) This chapter took place at the community hall. Identifying—Where Using Vocabulary—community at the community hall 2 Where did they find the trophy? at the community hall Identifying—Action; Sequencing; Using Idioms and Expressions—chain of events at the grocery store at the police station at the store 3 Complete the sentences below. They tell the chain of events in the story. the trophy. B. The trophy fell into the rummage sale box. A. Mrs. White bumped pet box rummage sale box C. The florist got the trophy at the rummage sale. The florist put roses for her birthday. in the trophy. D. Then the florist sent the roses to Identifying—Who the clerk at the police station for her birthday the clerk at the butcher’s shop 4 The trophy went from Sir Henry to other people. List the people who had the trophy at some time. PROCEDURES For each step, demonstrate and guide practice, as needed. Then have students complete the page independently. the clerk at the police station Mrs. White the florist the clerk © 2009 Sopris West Educational Services. All Rights Reserved. 1. Selection Response—Basic Instructions (Items 1, 2, 3B, 3D) • Have students read each sentence or question, then fill in the bubble and/or blank with the correct answer. • Think aloud with students and discuss the multiple-choice options, as needed. • Remind students to put a period at the end of the sentences. 2. Sentence Completion—Basic Instructions (Items 3A, 3C) Have students read the question and sentence starters. Have them write answers that correctly complete the sentences. Remind students to put a period at the end of sentences. 3. Making Lists—Basic Instructions (Item 4) • Have students read the directions and brainstorm possible answers. • Have students write the answers in the blanks. • Remind students they can look back in their storybook if they need to. Self-monitoring Have students check and correct their work. 50 5 COMPREHENSION AND SKILL ACTIVITY 6 VOCABULARY and ALPHABETICAL ORDER COMPREHENSION PROCESSES Understand, Apply Sir Henry Unit 6 Activity 6 Use after Exercise 3 and Chapter 5 Alphabetical Order Defining and Using Vocabulary— commotion; Visualizing; Illustrating Vocabulary and Alphabetical Order A B C D om t i e d c __m o _i o n d_st r_sse _ E F G H I J Defining and Using Vocabulary— distressed; Visualizing; Illustrating 1. Fill in the missing letters of the alphabet. Complete the words in the second column and then read them. 2. For each word, read the definition. Then complete the sentence using the word. 3. Draw a picture of the word in the box. commotion When there is a commotion, there are loud sounds and many things going on. The fire bell went off and there was a big commotion K L ________________________ at school. M distressed p ea d P _l__de John was N O Defining and Using Vocabulary— pleaded Visualizing; Illustrating Name __________________________________ Q R S T U V W X Y To be distressed means to be very upset. distressed ________________________ because his best friend was moving. pleaded Pleaded means to have begged. The girl pleaded ________________________ for a pet cat. Z 60 © 2009 Sopris West Educational Services. All Rights Reserved. PROCEDURES For each step, demonstrate and guide practice, as needed. Then have students complete the page independently. Alphabetical Order—Basic Instructions • Have students read the letters in the alphabet column and fill in the missing letters. • Have students fill in the blanks for the vocabulary words in the column. Vocabulary: Sentence Completion, Illustrating—Basic Instructions • Have students read the vocabulary words and definitions. • Have students read the sample sentences and fill in the blanks. Have students visualize and draw a picture of each sentence. Self-monitoring Have students check and correct their work. 51 COMPREHENSION AND SKILL ACTIVITY JUST FOR FUN • CREATE YOUR OWN “MISSING TROPHY” POSTER Sir Henry Unit 6 Just for Fun Use as appropriate Name _________________________________ • Create Your Own “Missing Trophy” Poster Draw a picture of the missing trophy. Add any information you wish. Missing Trophy How to use “just for Fun” Activities Note: This activity is optional and is just for fun. Use the activity: • as a cushion activity • for homework • just for fun ation u have any inform Please call if yo ng about the missi trophy. © 2009 Sopris West Educational Services. All Rights Reserved. 61 PROCEDURES Illustrating—Specific Instructions As time allows, have students draw a picture of Sir Henry’s missing trophy and add any other information they wish. 52 COMPREHENSION AND SKILL ACTIVITY JUST FOR FUN Your students may enjoy seeing these pictures of the real Sir Henry, who really does ride around in a convertible. He lives in Hawaii with his brother Sir Winston. 53 EXERCISE 4a 1 SOUND REVIEW Have students read the sounds and key word phrases. Read the sounds and the phrases. (/ēēē/ as in baby, // as in flute . . . ) PACING Exercises 4a and 4b should take about 20 minutes. 2 ACCURACY AND FLUENCY BUILDING • For each task, have students say any underlined part, then read the word. • Set a pace. Then have students read the whole words in each task and column. • Provide repeated practice, building accuracy first, then fluency. B1. Shifty Words • Tell students that one sound changes a word. • For each word, have students say the underlined sound, then read the word. C1. Reading by Analogy Have students figure out how to say -al by reading other words they know. Read the first word. (animal) What does -al say in animal? (/ul/) Read the underlined sound and then the whole word. (/ul/, animal; /ul/, national; /ul/, final) Read each word two times. (animal, animal; national, national; final, final) E1. Tricky Words • For each Tricky Word, have students identify known sounds or word parts. Use the word in a sentence to help with pronunciation. • If the word is unfamiliar, tell students the word. Then have students say, spell, and say it. country Look at the first word. Say the word by parts with me. coun-try Ghana is a . . . country. Spell country. (c-o-u-n-t-r-y) Read the word three times. (country, country, country) full Try to sound out the next Tricky Word in your head. Thumbs up when you know the word. Use my sentence to help you pronounce the word. I ate a very big breakfast. Now I am . . . full. Spell full. (f-u-l-l) Read the word five times. (full, full, full, full, full) been Where have you . . . been? E2. Story Words Tell students the underlined sound, then have them read the word. 3 WORDS IN CONTEXT Tell students to use the sounds and word parts they know and then the sentences to figure out how to say each word. 4 MULTISYLLABIC WORDS • For each word in Row A, have students read each syllable and then read the word. Use the word in a sentence, as appropriate. • For Row B, have students read each whole word. 54 EXERCISE 4a 5 MORPHOGRAPHS AND AFFIXES • Have students read the underlined part, then the word. • Review the meaning of the morphographs bi-, re-, un-, and -ful, as time allows. Sir Henry Unit 6 Exercise 4a Use before Exercise 4b (Focus Lesson) 1 . SOUND REVIEW Have students review sounds for accuracy, then for fluency . A   -y as in baby   B   ge   u_e as in flute   ir   2 . ACCURACY AND FLUENCY BUILDING A1 B1 C1 Shifty Words orange strange ledge judge Reading by Analogy vases cases cages stages A2 animal national final C2 Word Endings B2 Mixed Practice Mixed Review slower proud few without  clues sends corner pictures little oodles 3 . WORDS IN CONTEXT igh   aw as in paw   u   ar   finally older sulking finding lover  Tricky Words change changed changing country full been E2 write writer writing Story Words office since trophy trophies D2 Contractions I would = I’d do not = don’t Have students use the sounds and word parts they know and then the sentences to pronounce each underlined word . pop • u • lar Many people go to that beach.  It is very popular. B rib • bons I will wrap the gift with colored ribbons. 4 . mULTISYLLABIC WORDS B buildings   5 . mORPHOGRAPHS AND AFFIXES A   B   3 BUILDING INDEPENDENCE (Reminder) Some students will try to follow your voice instead of learning to read the sounds and words. Therefore, it is important for you to demonstrate and guide practice only as needed. Give students many opportunities to respond without your assistance—with groups and individuals. Encourage independence. Have students read each word part, then read each whole word . For Row B, have students read each whole word . grate • ful   or  E1 D1 Related Words A A ow as in cow  For each column, have students say any underlined part, then read each word . Next, have students read the whole column . New Sound Practice -dge as in badge   grateful computer   florist   commotion communities  Have students read the underlined word part, then the word . bicycle   retrace   com • mo • tion  bicolored   unlock   expect   probably  wonderful  © 2009 Sopris West Educational Services . All Rights Reserved . 55 EXERCISE 4b (Focus Lesson) FROM STORY MAP TO WRITTEN RETELL PURPOSE The purpose of this lesson is to provide explicit instruction in how to use FOCUS LESSON a story map to complete the middle of a written retell. The lesson prepares Skills and students for Comprehension and Skill Work. Students do not write in their Strategies books but will watch and respond as you guide them through the lesson. COMPREHENSION PROCESSES PREP NOTE To demonstrate how to use a story map to complete a written retell, use an overhead of page 39 in students’ Exercise Book 1, write on a transparency placed over the page, or use a paper copy. Remember, Understand, Apply PROCEDURES 1 INTRODUCTION Explain the purpose of the lesson. Say something like: Today, we’re going to learn how to use a story map to complete a written retell. Remember, a story map and a written retell are both shortened versions of the story. Each has an introduction, a beginning, a middle, and an end—just like the story does. You’ve used a story map to write the beginning and end of a written retell. Now we are going to learn to use the story map to write the middle of a written retell. 2 STORY MAP, MIDDLE Identifying—Action; Explaining Guide responses and demonstrate how to write each response. Put your finger on the first box. This is the middle of the story map. Let’s complete the story map to tell what happened in the middle of the story. Read the first event. (Sir Henry and John went . . . ) Where did they go? (on a victory walk) So what should I write? (on a victory walk.) Now let’s read the second event. (Sir Henry’s trophy went missing.) Now read the third event. (Officer Wong . . . ) What did Officer Wong do? (organized a search party) So what should I write in the blank? (organized a search party.) The fourth event says that John and Sir Henry retraced their steps. List three places they went. Where did they go? (to the fire station, to the pet store, to the bakery . . . ) 3 STORY MAP TO WRITTEN RETELL, MIDDLE Sequencing, Summarizing—Action • Guide responses and demonstrate how to write each response. Put your finger on the second box. That’s the middle of the written retell. We can use the information from story map to complete the middle of the written retell. The first sentence is done for us. Let’s read it together. After returning from the dog show, Sir Henry and John went on a victory walk through the neighborhood. Now look at Item 2 of your story map. What can we write next on our written retell? (Sir Henry’s trophy went missing.) 56 • Repeat for the remaining events or actions in the middle of the story map. • Have students read the middle of the written retell. Sir Henry 6 Activity 7 EXERCISE 4b (Focus Unit Lesson) Use after Exercise 4 and Chapter 6 Name __________________________________ Story Map Sir Henry V introduction Sir Henry 6 Unit Exercise Setting 4b (Focus Lesson)Where Use after Exercise 4a and before Chapter 6 Main character From Story Map to Written Retell Sir Henry FOCUS LESSON Skills and Strategies Sir Henr y M BEGinninG ____ ______ ______ ______ ______ ______ Name 7 6 ise 4 and Chapter 6 itExerc Unafter y Activit Goal Map Story Use ry Sir Hen n oductio V intr Sir Henry O MiddlE Unit 6 Activity 8a Where Setting Main cha racter Sir Hen Use after Exercise 4 and Chapter 6 ry inninG M BEG Sir Hen Goal dlE O Mid 1 Sir Hen Problem Action ry and 2 Sir Hen . t missing hy wen ry’s trop 3 Off icer retrace d their • party. • • nd They fou steps. organized a search Wong • Use your story map to help 3youOfficer retell the story. • Use complete sentences that have a capital at the beginning and a period at the end. • Use your best handwriting. (List 3 e/ outcom ion conclus on a victory walk. Retell 2 Sir Henry’s trophy went missing. Sir Henry Wong Henry and Sir went.) 4 John place s they T End ) Written Action t John wen Name _________________________________ 1 Sir Henry and John went Problem ry won Don't write in your Exercise Book . Story MapSir Henry won hy at the trop V introduction 62 • Setting/Main character: Read the introduction. It introduces the main character 4 John and Sir Henry theirThen steps. and tellsretraced where he lives. it tells a little more about (List 3 places they went.) the main character. to the fire station to the pet store to the bakery The main character in• this story is Sir Henry. Sir Henry lives in Jollytown with John White and his family. Sir Henry is a wonderful show dog. • M BEGinninG • initiating Event: Write what happened at the beginning of the story. • EndHenry TSir Sir Henr y y Activit 8a 6 ise 4 and Chapter 6 itExerc Unafter Use outcome/ conclusion ___ ______ ______ ______ ______ ______ Name l en Retel ) Writt at the end. . a period acter l the story beginning and main char t you retel at the duces the to help more abou a capital story map ion. It intro it tells a little that have introduct • Use your plete sentences . Then ng. Read the where he lives acter: • Use com best handwriti and tells character. ain char with • Use your main ytown • Setting/M O MiddLE the n Joll lives in oductio Henry ry. Sir dog. Sir Hen ful show story is wonder ter in this Sir Henry is a story. ning of the in charac ily. the begin The ma his fam ened at ite and e what happ John Wh t: Writ V intr M ry Sir Hen Action: Problem/ dLE • O Mid • Problem/Action: Read about Sir Henry’s victory walk. Then tell about the problem and 62 Even initiating inG • BEGinn They found the trophy at Written Retell ry Sir Hen what people did to solve the problem. ©2009 Sopris West Educational Services. All Rights Reserved. After returning from the dog show, Sir Henry and John went on a victory walk lem and t the prob tell abou Then ry walk. ry’s victo problem. k t Sir Hen the ory wal Read abou le did to solve t on a vict what peop John wen Hen show, Sir the dog rning from After retu od. hborho the neig through ry and Sir Henry's trophy went missing, so Officer Wong organized a search party. John and Sir Henry retraced their steps. They went to the fire station, to the pet store, and to the bakery. No one had the trophy! through the neighborhood. (continued ) 63 (continued) ©2009 Sopris West Educational Services. All Rights Reserved. © 2009 Sopris West Educational Services . All Rights Reserved . 63 Blackline master 3 57 STORY READING 4 • Sir Henry, Chapter 6 WITH THE TEACHER CHAPTER 6 INSTRUCTIONS Students read Chapter 6 with the teacher. COMPREHENSION PROCESSES Understand, Apply, Evaluate PROCEDURES 1. Reviewing Chapters 1–5 Have students quickly review how the story started, the problem, the search, and the resolution. 2. Introducing Chapter 6 Identifying—Title; Predicting; Inferring • Read and discuss the title. Say something like: What’s the title of this chapter? (Six Years Later) What do you think this chapter will be about? • Discuss the gray text questions under the chapter title. 3. First Reading • Ask questions and discuss the story as indicated by the gray text. • Mix group and individual turns, independent of your voice. Have students work toward a group accuracy goal of 0–2 errors. Quietly keep track of errors made by all students in the group. • After reading the story, practice any difficult words. Reread the story if students have not reached the accuracy goal. 4. Second Reading, Timed Readings: Repeated Reading • As time allows, have students do Timed Readings while others follow along. • Time individuals for 30 seconds and encourage each child to work for a personal best. • Count the number of words read correctly in 30 seconds (words read minus errors). Multiply by two to determine words correct per minute. Record student scores. 5. Partner Reading: Repeated Reading Have each partner read Chapter 6 before beginning independent work. 6. Comprehension and Skill Work: Repeated Reading Tell students they will do Comprehension and Skill Activities 7 and 8 after they read Chapter 6. Guide practice, as needed. For teacher directions, see pages 63 and 64. 7. Homework 4: Repeated Reading 58 STORY READING 4 • Sir Henry, Chapter 6 WITH THE TEACHER WITH THE TEACHER Chapter 6 Six Years Later How has Sir Henry’s life been eventful?1What do you think he and John are doing six years after the trophy was won, lost, and found?2 It’s been six years since I won my first contest. The trophy case is now full. There are oodles of ribbons and six trophies—five for State and one for National Best in Show. The White family and the whole community are proud of me. I am proud of me. John and I still go for walks around our neighborhood. I’m older and slower now. Our little community has changed. There are a few more tall buildings. The vet has moved to a new office, and the florist is so busy that he had to get a bigger shop. Orange roses in trophy vases are very popular. John spends a lot of time on the computer. He sends my pictures to dog lovers all over the country. I think he is writing a book about me. Awesome! What’s happened in the six years since Sir Henry won his first trophy?3 54 Comprehending as you go 1 Understand: Summarizing (He was a show dog. He won trophies. He lost his trophy, and the entire community tried to help him find it. He finally found his trophy.) 2 Understand: Inferring (They probably take walks, pose for pictures, show off their trophies . . . ) 3 Understand: Summarizing (Sir Henry won lots of trophies. He is older and slower. There are more buildings in the town . . . ) 59 STORY READING 4 • Sir Henry, Chapter 6 WITH THE TEACHER SIR HENRY I often think back to that day when I won my first trophy. I am grateful that I live in such a wonderful community. Without everyone’s help, I couldn’t have won the trophy. Without my community’s help finding the trophy, I’d probably still be sulking in the corner. Why is Sir Henry grateful that he lives where he does?1Did you like the story about Sir Henry? Why or why not?2 55 Comprehending as you go 1 Understand: Explaining; Using Vocabulary—community (Sir Henry is grateful that he lives in a community where everyone is helpful.) 2 Evaluate: Responding; Apply: Explaining (I liked this story because everyone in the community helped Sir Henry. I liked this story because Sir Henry and John worked together and were best friends. I didn’t like the story because Sir Henry was kind of spoiled.) 60 STORY READING 4 • Sir Henry, Chapter 6 WITH THE TEACHER WITH THE TEACHER 56 61 STORY READING 4 • Sir Henry, Chapter 6 WITH THE TEACHER WITH THE TEACHER Story Retell Sir Henry Who told this story? 1 Where did most of the story take place?2 Comprehending as you go ● At the beginning, what did Sir Henry want? 3 ■ In the middle of the story, a problem developed. What was the problem? 4 What actions did the characters take to solve the problem?5 What was the outcome?6 ▲ How was the mystery solved?7 What lessons did Sir Henry learn about his community?8 57 1 Understand: Explaining—Narrator (Sir Henry told 6 Understand: Explaining—Outcome (They found the this story.) trophy at the police station.) 2 Understand: Explaining—Setting (It took place in 7 Understand: Explaining; Using Idioms and Jollytown.) Expressions—chain of events (Officer Wong outlined the chain of events.) 3 Understand: Explaining—Beginning, Goal (Sir Henry 8 wanted to win the state contest.) Understand: Explaining—Lessons; Using Vocabulary—community (Sir Henry learned that 4 Understand: Explaining—Middle, Problem people in a community are willing to help others. He (Sir Henry’s trophy disappeared.) learned that when a community works together, it can 5 Understand: Explaining—Action; Using Vocabulary— solve problems.) community, retrace (Sir Henry and John asked the community for help. They retraced their steps to look for the trophy.) 62 COMPREHENSION AND SKILL ACTIVITY 7 STORY MAP COMPREHENSION PROCESSES Understand, Apply Sir Henry WRITING TRAITS Conventions—Period Using Graphic Organizer Summarizing, Sequencing Unit 7 Name __________________________________ Sir Henry (Accept any reasonable response.) ◆ introdUCtion Setting Jollytown Where show dog lives with White family famous Main Character Describing—Character Traits (Characterization) Explaining—Middle, Problem, Action; Using Vocabulary— victory, community, retrace Activity Story Map Identifying—Setting Explaining—Beginning 6 Use after Exercise 4 and Chapter 6 Sir Henry ● BEGinninG Goal Sir Henry won Best in Show. ■ MiddlE Problem Action 1 Sir Henry and John went on a victory walk. 2 Sir Henry’s trophy went missing. got community volunteers to look for the trophy. 3 Officer Wong 4 John and Sir Henry retraced their steps. (List 3 places they went.) • • • Explaining—End, Outcome/Conclusion fire station pet store park ▲ End outcome/ Conclusion 62 in it. They found the trophy at the police station with roses © 2009 Sopris West Educational Services. All Rights Reserved. PROCEDURES Use an overhead BLM copy of the story map to demonstrate and guide practice, as needed. Story Map: Character Web, Sentence Completion—Basic Instructions • Have students complete each section of the story map: introduction, beginning, middle, and end. Remind students to put a period at the end of a sentence. • For some groups, provide students with time to complete each section before you move to the next. • For more independent writers, demonstrate and guide how to complete the entire story map, then have students complete their own map independently. 63 COMPREHENSION AND SKILL ACTIVITY 8a WRITTEN RETELL COMPREHENSION PROCESSES Remember, Understand, Apply, Analyze Sir Henry Unit 6 Activity 8a Use after Exercise 4 and Chapter 6 WRITING TRAITS Organization—Sequence Conventions—Complete Sentence, Capital, Period Presentation Summarizing, Sequencing Written Retell (Accept any reasonable response.) ◆ introdUCtion ● BEGinninG PROCEDURES Use an overhead BLM copy of the story map to demonstrate and guide how to create a written retell. • Setting/Main Character: Read the introduction. It introduces the main character and tells where he lives. Then it tells a little more about the main character. The main character is a show dog named Sir Henry. Sir Henry lives with the White family in Jollytown. He is famous. • initiating Event: Write what happened at the beginning of the story. Sir Henry Explaining—Middle, Problem, Action Using Vocabulary— victory, neighborhood Sir Henry • Use your story map to help you retell the story. • Use complete sentences that have a capital at the beginning and a period at the end. • Use your best handwriting. Identifying—Setting, Main Character Describing—Main Character Explaining—Beginning, Initiating Event Name _________________________________ won Best in Show and took home a beautiful trophy. ★ ■ MiddlE • Problem/Action: Read about Sir Henry’s victory walk. Then tell about the problem and what people did to solve the problem. victory walk through the neighborhood. went missing. Officer Wong organized people Then the trophy from Jollytown to find the trophy. After returning from the dog show, Sir Henry and John went on a Written Retell—Specific Instructions 1. Demonstrate and guide students as continued they use the story map to write the 63 introduction. Say something like: We’re going to use our story map to write a written retell, just like we did in our Focus Lesson. A good written retell has an introduction, a beginning, a middle, and an end—just like the story does. First, we’re going to complete the introduction. Look at my story map. Where did the story take place? (in Jollytown) Who is the main character? (Sir Henry) What does my story map say about him? (Sir Henry is a show dog. He lives with the White family.) I’m going to use that information in my introduction. Let’s start with, “The main character is . . . ” © 2009 Sopris West Educational Services. All Rights Reserved. 2. Repeat with the Beginning section of the retell. Say something like: Put your finger on the circle. Now we’re going to write the beginning. Look at my story map. In the beginning of the story, what happened to Sir Henry? (Sir Henry won Best in Show.) So what should we write in the blank to complete the sentence in the written retell? Sir Henry . . . (won Best in Show) 3. Repeat with the Middle section of the retell, as needed. 64 COMPREHENSION AND SKILL ACTIVITY 8b WRITTEN RETELL (continued) Sir Henry Unit 6 Activity 8b (Accept any reasonable response.) ■ MiddlE Name __________________________________ • tell what John and Sir Henry did to find the trophy. went to the fire station. They went to the pet store and park. John and Sir Henry retraced their steps. They Explaining—End; Outcome/Conclusion ▲ End • outcome/Conclusion: Write what happened to the trophy. Sir Henry and John found the trophy at the Inferring; Drawing Conclusions police station. Tell how Sir Henry felt at the end of the story. very happy he got his trophy and because everyone helped him. Sir Henry was Illustrating Check and Correct Does every sentence make sense? Is there a capital at the beginning and a period at the end of each sentence? Did you use your best handwriting? When you are finished checking and correcting your work, draw a picture of your favorite part of the story in the box above. 64 © 2009 Sopris West Educational Services. All Rights Reserved. 4. Repeat with the End section of the retell. Say something like: Look at my story map. What happened in the end? (They found the trophy at the police station.) Put your finger on the triangle. Read and finish the sentence. (Sir Henry and John found the trophy at the . . . police station.) So we’ll write “police station” in the blank. Have students brainstorm how they think Sir Henry felt at the end of the story. Encourage complete sentences in their oral responses and have them complete the sentence. Remind them to put a period at the end of the sentence. 5. Self-monitoring Have students use the Check and Correct box to evaluate and fix their work, as needed. 6. Have students illustrate their favorite part of the story. 65 EXERCISE 5a 1 SOUND REVIEW Use selected Sound Cards from Units 1–6. PACING Exercises 5a and 5b should take about 20 minutes. 2 SHIFTY WORD BLENDING For each word, have students say the underlined sound. Then have them sound out the word smoothly and say it. Use the words in sentences, as appropriate. 3 ACCURACY AND FLUENCY BUILDING • For each task, have students say any underlined part, then read the word. • Set a pace. Then have students read the whole words in each task and column. • Provide repeated practice, building accuracy first, then fluency. B1. Reading by Analogy Have students figure out how to say the open syllable e by reading other words they know. D2. Story Words Tell students the underlined sound, then have them read the word. E1. Tricky Words • For each Tricky Word, have students identify known sounds or word parts. Use the word in a sentence to help with pronunciation. • If the word is unfamiliar, tell students the word. Then have students say, spell, and say it. put Try to sound out the first Tricky Word in your head. Thumbs up when you know the word. Use my sentence to help you pronounce the word. When you are done playing with the game, please . . . put . . . the blocks away. Spell put. (p-u-t) Read the word three times. (put, put, put) humans Look at the next word. Say the word by parts with me. hu-mans Another word for people is . . . humans. Spell humans. (h-u-m-a-n-s) Read the word two times. (humans, humans) scientists brother sorry People that study science are called . . . scientists. I have a sister and a . . . brother. If you hurt someone’s feelings, you should say “I’m . . . sorry.” 4 MULTISYLLABIC WORDS For each word, have students read each syllable and then read the whole word. Use the word in a sentence, as appropriate. Winston subject groomer Sir Henry’s brother is named Sir . . . Winston. Math is Matt’s favorite . . . subject. Theo washed and brushed his dog just like a real . . . groomer. 5 WORDS IN CONTEXT Tell students to use the sounds and word parts they know and then the sentence to figure out how to say each word. Assist, as needed. 66 EXERCISE 5a 6 MORPHOGRAPHS AND AFFIXES • Have students read the underlined part, then the word. • Have students tell what the words mean. Fluency Unit 6 Exercise 5a Use before Exercise 5b (Focus Lesson) 1 . SOUND REVIEW Use selected Sound Cards from Units 1–6 . 2 . SHIFTY WORD BLENDING   fudge   For each word, have students say the underlined part, sound out smoothly, then read the word . budge   3 . ACCURACY AND FLUENCY BUILDING the whole column . A1 C1 Reading by Analogy news strange treats right pays ground study me he detective even events B2 4 . mULTISYLLABIC WORDS bathe  Contractions you will you’ll are not aren’t I have I’ve C2 Related Words go goes going D2 Story Words officer excite police E1 Tricky Words put humans scientists brother sorry E2 Compound Words anymore awesome Jollytown sub • ject  subject groom • er groomer Have students use the sounds and word parts they know and then the sentences to pronounce each underlined word . con • grat • u • la • tions I won the contest.  Mom said, “Congratulations!”  B search • ing My dog is lost.  We are searching for it all over town. C ex • haust • ed I spent all day cleaning my room.  I am exhausted. 6 . mORPHOGRAPHS AND AFFIXES 40 Provide repeated practice on each task. If you hear an error, gently correct the whole group with a demonstration and/or guided practice. Move to another skill or task, then return to the difficult item many times—mixing group and individual turns, independent of your voice. When a task is easy, build speed of recognition. Remember, practice makes perfect! And practice builds fluency. A   TEACH TO MASTERY/ DISCRIMINATION PRACTICE Repeated Practice Have students read each word part, then read each whole word . Winston 5 . WORDS IN CONTEXT D1 Word Endings sending clippings sulking dazzled dusty Rhyming Words nose rose those bath   For each column, have students say any underlined part, then read each word . Next, have students read B1 Mixed Practice Win • ston badge   undo   Have students read the underlined word part, then the word . commotion   rewrite   bifold  © 2009 Sopris West Educational Services . All Rights Reserved . 67 EXERCISE 5b (Focus Lesson) SYNONYMS PURPOSE This lesson provides explicit instruction in synonyms and how to do a FOCUS LESSON matching exercise. The lesson prepares students for Comprehension and Skill Skills and Work. Students do not write in their books but will watch and respond as Strategies you guide them through the lesson. PREP NOTE To demonstrate how to complete the matching exercise, use an overhead of page 41 in students’ Exercise Book 1, write on a transparency placed over the page, or use a paper copy. COMPREHENSION PROCESSES Understand PROCEDURES 1 INTRODUCTION • Explain the purpose of the lesson and what a synonym is. Say something like: Today, we’re going to learn about words that mean the same or almost the same thing. Those words are called synonyms. A synonym for huge is big. A synonym for tiny is little. What’s a synonym for super? (great, outstanding, wonderful . . . ) • Have students read the definition. Look at your Focus Lesson. Read the definition of synonym. (Synonyms are words that mean the same or almost the same as another word.) 2 MATCHING SYNONYMS Defining and Using Vocabulary—ordinary, exhausted, plain • Guide practice in matching synonyms. Put your finger under the first word in the box. Read the word. (sad) Trace the line to the word in the second column. What’s the synonym for sad? (unhappy) Do sad and unhappy mean the same or almost the same? (yes) That’s right. So they are . . . synonyms. Read the next word under sad. (glad) Look at the second column. Read the words to yourself. Put your hand on your head when you’ve found the synonym for glad. Which word should we draw a line to? (happy) Yes, happy is a synonym for . . . glad. 68 • Repeat for each word. EXERCISE 5b (Focus Lesson) Fluency Unit 6 Exercise 5b (Focus Lesson) Use after Exercise 5a and before E-mail 1 Synonyms FOCUS LESSON Skills and Strategies Synonyms are words that mean the same or almost the same as another word. sad happy glad little small very tired ordinary unhappy exhausted plain © 2009 Sopris West Educational Services . All Rights Reserved . Don't write in your Exercise Book . Blackline master 41 69 STORY READING 5 • E‑Mail 1 (Fluency) WITH THE TEACHER FLUENCY PASSAGE INSTRUCTIONS This Story Reading targets fluency as the primary goal of instruction and practice. Students do repeated readings of this short passage to improve accuracy, expression, and rate. COMPREHENSION PROCESSES Understand, Analyze PROCEDURES 1. Warm-Up: Partner or Whisper Reading Before beginning group Story Reading, have students finger track and partner or whisper read the selection. 2. First Reading • Mix group and individual turns, independent of your voice. Have students work toward a group accuracy goal of 0–3 errors. Quietly keep track of errors made by all students in the group. • After reading the story, practice any difficult words. Reread the story if students have not reached the accuracy goal. 3. Second Reading, Short Passage Practice: Developing Prosody • Demonstrate reading the first paragraph with expression and fluency. Have students finger track as you read. • Have students choral read the first paragraph. Encourage reading with expression and fluency. • Repeat with the second paragraph. 4. Third Reading, Timed Readings: Repeated Reading • Select a page. Encourage each child to work for a personal best. Have students whisper read for a one-minute Timed Reading. Tell students to go back to the top of the page and keep reading until the minute is up. • Have students put their finger on the last word they read and count the number of words read correctly in one minute. • Have students do a second Timed Reading of the same page. • Have students try to beat their last score. • Celebrate improvements. 5. Comprehension and Skill Work Tell students they will do Comprehension and Skill Activities 9 and 10 after they read “E‑Mail 1.” Guide practice, as needed. For teacher directions, see pages 73 and 74. 6. Homework 5: Repeated Reading 70 Correcting Decoding Errors During story reading, gently correct any error, then have students reread the sentence. CHECKOUT AND/ OR ASSESSMENTS While students do Partner Reading, listen to individuals read the passage. You may also wish to begin Oral Reading Fluency Assessments with the strongest students in the group. STORY READING 5 • E‑Mail 1 (Fluency) WITH THE TEACHER WITH THE TEACHER Fluency E-Mail 1 by Ann Watanabe and Marilyn Sprick illustrated by Janet Pederson To: Sir Henry Subject: Congratulations Hey Henry, Thanks for sending the news clippings. Sorry I wasn’t around to help you find your trophy. What a commotion! Best in Show, a victory, then the trophy goes missing. What a chain of events! You must have been distressed. That Officer Wong is good, but she needs a detective dog. She needs me. That’s what she needs. Those humans just don’t have what it takes. I’ve never seen them put their noses to the ground. 2 8 17 25 33 36 42 51 59 68 77 58 71 STORY READING 5 • E‑Mail 1 (Fluency) WITH THE TEACHER E-MAIL 1 I would have sniffed us right to the trophy. I would have dazzled Wong with my nose work. Oh well—glad you got the trophy back! I’m on a case searching for a colony of ants. The scientists think it’s fun to study ants. I find that strange. I have been on the ant trail for days. It’s hot, dusty work. I am exhausted at the end of the day, but it pays well. What’s next? Are you going for the gold? You’ll have to train hard. It’s a good thing the Jollytown dog groomers are so cool. Do they still have those awesome treats? Glad you aren’t sulking in the corner anymore. Your detective brother, Sir Winston 9 18 26 36 46 56 65 74 82 92 100 105 112 113 116 118 Describe Sir Winston.1How is Sir Winston different from Sir Henry? 2 59 Comprehending as you go 1 Understand: Describing (Sir Winston is a detective. He thinks he’s very good at what he does . . . ) 2 Analyze: Comparing/Contrasting (Sir Winston is a detective dog, and Sir Henry is a show dog. Sir Winston has a job, but Sir Henry doesn’t work . . . ) 72 COMPREHENSION AND SKILL ACTIVITY 9 MAIN IDEA AND ★ SUPPORTING DETAILS COMPREHENSION PROCESSES Understand, Apply, Analyze Fluency Unit WRITING TRAITS 6 Activity 9 Use after Exercise 5 and E-Mail 1 Conventions—Complete Sentence, Capital, Period Main Idea and ★ Supporting Details Sir Henry is no ordinary dog. He is a show dog. At the dog shows, the judges are always impressed with Henry’s perfect teeth. They like his round eyes and the delightful way he wags his tail. Identifying—Who 1 Who are these sentences about? Arthur Sir Henry Identifying—What; Supporting Details Inferring—Main Idea Illustrating the judges 2 Supporting Details: Check what impresses the judges. Classifying Name _________________________________ Henry’s perfect teeth Henry lives in Jollytown Henry’s round eyes the way Henry wags his tail 3 Henry’s perfect teeth, round eyes, and the way he wags his tail make Henry . . . a perfect friend. an ordinary dog. a great show dog. (Accept any reasonable response.) 4 Write and illustrate the main idea. Remember to start your sentence with a capital and end with a period. Sir Henry is a great show dog. © 2009 Sopris West Educational Services. All Rights Reserved. 65 PROCEDURES For each step, demonstrate and guide practice, as needed. Then have students complete the page independently. 1. Main Idea/Supporting Details: Selection Response—Basic Instructions (Items 1–3) • Have students read the paragraph in the gray box. • Have students read the questions, then fill in the bubbles and/or check the correct answer. 2. Main Idea: Sentence Writing, Illustrating—Basic Instructions (Item 4) Have students write the main idea sentence. Remind them to use a capital and a period. Then have students draw a picture of the main idea. ★ = New in this unit 73 COMPREHENSION AND SKILL ACTIVITY 10 VOCABULARY AND ★ SYNONYMS COMPREHENSION PROCESSES Understand, Apply, Create WRITING TRAITS Conventions—Period PROCEDURES For each step, demonstrate and guide practice, as needed. Then have students complete the page independently. Vocabulary: Selection Response—Basic Instructions Have students read each sentence, then fill in the blank with the correct vocabulary word. Remind students to put a period at the end of sentences. Selection Response—Introductory Instructions • Have students read the first sentence, then find the bold word (local) in the synonym box. • Have students read the words from the second column and choose the word that means the same as the bold vocabulary word. Have them draw a line between the synonyms. • Repeat with the next three sentences. ★ Synonyms: Self-monitoring Have students read their sentences to see if they make sense. 74 ★ = New in this unit COMPREHENSION AND SKILL ACTIVITY 10 Defining and/or Using Vocabulary— congratulate, dawdle, pout Defining and/or Using Vocabulary— commotion, treasure, imagination Defining and/or Using Vocabulary— plead, sulk, shrug Defining and/or Using Vocabulary— retrace, scowl Defining and/or Using Vocabulary— local, sulk, distressed, exhausted Fluency Unit 6 Activity 10 Use after Exercise 5 and E-Mail 1 Name __________________________________ Vocabulary congratulate 1 Today is my birthday. Everyone is happy for me and will me for turning nine. dawdle pout congratulate 2 The party is loud. People are doing many things. There is quite a commotion. treasure commotion imagination sulk. 3 I lost my birthday present, so I went to a corner to plead sulk shrug 4 After I lost my present, I went back to all the places I had been. retraced I my steps. scowled retraced jumped ★ Synonyms Words that mean the same thing, or almost the same thing, are called synonyms. A synonym can take the place of another word. Read the sentences. Then draw lines in the box to match the words that mean the same thing. 1 My mother went to buy a birthday present at a local store. local pouted 2 When I lost my present, I went to my room and sulked. sulked nearby 3 When I lost my present, I felt distressed. distressed very tired 4 After the party, I was exhausted. exhausted upset 66 © 2009 Sopris West Educational Services. All Rights Reserved. 75 EXERCISE 6 1 SOUND REVIEW Have students read the sounds and key word phrases. Work for accuracy, then fluency. Read the sounds and the phrases. (/o˘o/ as in book, /ә/ as in ago, /īīī/ as in fly, /ōōō/ as in snow, /j/ as in badge) 2 SOUND PRACTICE • For each task, have students spell and say the focus sound in the gray bar. For Mixed Practice, read the header. Next, have students read each underlined sound, the word, then the whole column. g-e says /j/ . . . /j/, cage; /j/, strange; /j/, gem; cage, strange, gem d-g-e says /j/ . . . /j/, judge; /j/, dodge; /j/, ledge; judge, dodge, ledge • Repeat with each column, building accuracy first, then fluency. 3 MULTISYLLABIC WORDS For each word, have students read each syllable, finger count, then read the whole word. Use the word in a sentence, as appropriate. litter question reminds subject lessons impressed organize organizing Elizabeth communities 2 2 2 2 2 2 3 4 4 4 syllables syllables syllables syllables syllables syllables syllables syllables syllables syllables We picked up the trash and . . . litter. I raised my hand because I had a . . . question. The baby looks like his father. He . . . reminds . . . me of his father. Reading is my favorite . . . subject. Siri went to her violin . . . lessons. I wrote in my best handwriting. Mom was very . . . impressed. The books were all mixed up. I will . . . organize . . . the books. The garage was a mess. We spent time . . . organizing it. The queen’s name was . . . Elizabeth. Like people, ants live and work together in . . . communities. • Repeat practice with whole words, mixing group and individual turns. 4 WORDS IN CONTEXT • Tell students to use the sounds and word parts they know and then the sentence to figure out how to say each word. Assist, as needed. • Have students read each word part, the whole word, and then the sentence. 5 MORPHOGRAPHS AND AFFIXES • Have students read the underlined part, then the word. • Review the meaning of the morphographs -ful­, bi-, re-, and un-, as time allows. • Repeat practice with whole words, mixing group and individual turns. Build accuracy, then fluency. 76 EXERCISE 6 Fluency 6 Unit Exercise 6 Use before E-mail 2 1 . SOUND REVIEW A   B   Have students review sounds for accuracy, then for fluency . oo as in book   a as in ago   u   2 . SOUND PRACTICE whole column . a_e   -y as in fly   ow as in snow   ou   -dge as in badge  ay   o_e  In each column, have students spell and say the sound, then say any underlined sound and the word . Next, have students read the ge -dge cage strange gem judge dodge ledge 3 . mULTISYLLABIC WORDS ow as in snow slowed grow show ew, ue news clues glue mixed Practice skills leash use out e-mail day back pups glad Have students read and finger count each word part, then read each whole word . A lit • ter litter ques • tion  question B re • minds reminds sub • ject subject C les • sons lessons im • pressed impressed D or • ga • nize organize or • ga • niz • ing organizing E E • liz • a • beth Elizabeth com • mu • ni • ties communities 4 . WORDS IN CONTEXT Have students use the sounds and word parts they know and then the sentence to pronounce each underlined word . A touch The rabbit’s fur looked so soft that I had to touch it. B stu • dents Mr. Chapman’s class has students from many countries. C la • dy The nice man helped the old lady cross the street. D lov • ing The mother gave her baby a loving hug and a kiss. E learn • ing Maya thinks learning about maps in fun. 5 . mORPHOGRAPHS AND AFFIXES Have students read the underlined word part, then the word . A delightful bifold commotion opened B refill unhappy expert helpful 42 ENTHUSIASM! Small accomplishments become big accomplishments with your enthusiasm. © 2009 Sopris West Educational Services . All Rights Reserved . 77 STORY READING 6 • E‑Mail 2 (Fluency) WITH THE TEACHER FLUENCY PASSAGE INSTRUCTIONS This Story Reading targets fluency as the primary goal of instruction and practice. Students do repeated readings of this short passage to improve accuracy, expression, and rate. COMPREHENSION PROCESSES Understand, Analyze PROCEDURES 1. Warm-Up: Partner or Whisper Reading Before beginning group Story Reading, have students finger track and partner or whisper read the selection. 2. First Reading • Mix group and individual turns, independent of your voice. Have students work toward a group accuracy goal of 0–3 errors. Quietly keep track of errors made by all students in the group. • After reading the story, practice any difficult words. Reread the story if students have not reached the accuracy goal. 3. Second Reading, Short Passage Practice: Developing Prosody • Demonstrate reading the first paragraph with expression and fluency. Have students finger track as you read. • Have students choral read the first paragraph. Encourage reading with expression and fluency. • Repeat with second paragraph. 4. Third Reading, Timed Readings: Repeated Reading • Select a page. Encourage each child to work for a personal best. Have students whisper read for a one-minute Timed Reading. Tell students to go back to the top of the page and keep reading until the minute is up. • Have students put their finger on the last word they read and count the number of words read correctly in one minute. • Have students do a second Timed Reading of the same page. • Have students try to beat their last score. • Celebrate improvements. 5. Written Assessment (Comprehension and Skill) Tell students they will do a Written Assessment after they read “E‑Mail 2.” For teacher directions, see pages 81 and 82. 6. Homework 6: Repeated Reading 78 STORY READING 6 • E‑Mail 2 (Fluency) WITH THE TEACHER WITH THE TEACHER Fluency E-Mail 2 by Ann Watanabe and Marilyn Sprick illustrated by Janet Pederson To: Sir Henry Subject: Congratulations Dear Brother Henry, Thank you for sending the news clippings. I am so glad that you got your trophy back. I read every news story to my class. Officer Wong did a wonderful job organizing the search party. Oh my, a lot of people from the community helped out—the barber, the groomer, the florist, and even the librarian. It was a good lesson for my students. The kittens and the pups were impressed with how helpful the humans were. People in communities help each other out! The pups did ask why Officer Wong didn’t have a detective dog. I thought that was a very good question. FINGER TRACKING (Reminder) 3 10 20 28 To help students keep their places and follow along when others read, continue having them track text with their fingers. Give turns to individual students who are following along. 35 45 52 59 67 74 82 90 98 107 60 79 STORY READING 6 • E‑Mail 2 (Fluency) WITH THE TEACHER E-MAIL 2 I have a delightful class. The pups are learning how to walk on leash. It isn’t a popular lesson, but they are getting very good. I told them they could be like you one day—Best in Show. The kittens are learning how to use the litter box. Oh yes, they are all learning important skills! Most of all, we like our reading lessons. We are reading stories about a dog detective. The dog reminds me of Winston. Keep in touch, brother dear. Your loving sister, Lady Elizabeth 8 18 27 37 46 54 56 64 72 78 83 86 88 Describe Lady Elizabeth.1How is Lady Elizabeth different from Sir Winston? 2 61 Comprehending as you go 1 Understand: Describing (Lady Elizabeth is a teacher. She seems very nice.) 2 Analyze: Comparing/Contrasting (Sir Winston is a detective, and Lady Elizabeth is a teacher. Sir Winston talks about himself, and Lady Elizabeth says nice things about others . . . ) 80 COMPREHENSION AND SKILL ACTIVITY • WRITTEN ASSESSMENT WRITTEN ASSESSMENT (1 of 2) COMPREHENSION PROCESSES Remember, Understand, Apply WRITING TRAITS Conventions—Complete Sentence, Beginning Capital, Period Unit 6 Written Assessment Use after Exercise 6 and E-Mail 2 WArM-UP bag wag PROCEDURES Do not demonstrate or guide practice. Written Assessment—Introductory Instructions 1. Introduce the Written Assessment. Tell students they will whisper read the passage and then answer the questions without help. Today is our Written Assessment day. You get to show me what you can do on your own. First, whisper read the passage and then answer the questions—just like you’ve been doing on your Comprehension and Skill Work. If you read a question and aren’t sure what to do, what should you do? (Reread the question and try again.) If you still can’t answer the question, what should you do? (Reread the passage and try again.) If you still aren’t sure, I know you will do your best. Name __________________________________ mail tail want wash The Real Story Hi, it’s me, Sir Henry. This is the real story about being a show dog. My owner, John, and I like to do our best, so we work very hard to get ready for every contest. First, John and I train for months. This may sound strange to you, but that’s the best part of being a show dog. John tells me what to do, and I listen and wag my tail. Then John says things like, “The judges are going to be impressed.” Then right before the show, John takes me to the groomers. I get washed and brushed until I look beautiful. It takes a long time. It is exhausting, but I try not to sulk. On show day, we’re ready. I always feel a little nervous, but I know we will do our best. We like to win, but the best part of being a show dog is working as a team. continued 4 © 2009 Sopris West Educational Services. All Rights Reserved. 2. Check for student understanding. 3. Remind students to check and correct. When you finish your assessment, what should you do? (check and correct) That’s right. Go to the top of the page. Reread the questions and make sure your answers make sense. Fix anything that doesn’t sound right. Make sure you have an answer for every question. 4. Remind students what to do when they finish their work. 81 COMPREHENSION AND SKILL ACTIVITY • WRITTEN ASSESSMENT WRITTEN ASSESSMENT (2 of 2) Test Taking Identifying—Main Character, Narrator Sentence Completion Inferring—Topic Identifying—Goal Identifying—Action Defining and Using Vocabulary— exhausting Unit (continued) 6 Written Assessment Name _________________________________ MAIN CHARACTER/NARRATOR 1 Who is telling the story? TOPIC Sir Henry is telling the story. (1 point) 2 Sir Henry’s story is about . . . eating well. being a show dog. GOAL his owner, John. (1 point) 3 John and Sir Henry always want . . . to walk tall. to do their best. ACTION to fool the judges. (1 point) 4 What do John and Sir Henry do to get ready for a show? They train for a few hours. They train for a few days. They train for a few months. VOCABULARY – ExHAUSTING (1 point) 5 The story says that Sir Henry thinks getting washed and brushed is exhausting. What does Sir Henry mean? Getting washed and brushed makes him laugh. Getting washed and brushed makes him happy. Getting washed and brushed makes him tired. DRAWING CONCLUSIONS Drawing Conclusions (1 point) (1 point) 6 At the end, Sir Henry says, “We like to win, but the best part of being a show dog is working as a team.” This means Sir Henry likes to . . . work with John. impress the judges. take a walk. 5 © 2009 Sopris West Educational Services. All Rights Reserved. Unit (continued) Describing—Character Traits (Characterization); Sentence Writing 6 Written Assessment Name __________________________________ (Accept any reasonable response.) Date __________________________________ CHARACTERIZATION, WRITTEN RESPONSE (2 points, 1 for each correct response.) 7 Describe Sir Henry. Write two or more sentences. Check and Correct read your answers. Do your answers make sense? Do you have a capital at the beginning of each sentence and a period at the end? Did you use your best handwriting? SCorinG Date 1 /1 Main Character/Narrator ____ 6 82 () works very hard with his owner. 1 ( ) On show days he gets nervous, but he always does his best. 2 Sir Henry is a great show dog. He 1 /1 Topic ____ 1 /1 Goal ____ 1 /1 Action ____ 1 /1 Drawing Conclusions ____ 1 /1 Characterization ____ 2 /2 Vocabulary ____ 8 /8 Total ____ © 2009 Sopris West Educational Services. All Rights Reserved. End of the Unit In this section, you will find: Making Decisions As you near the end of the unit, plan to give the Written Assessment and the Oral Reading Fluency Assessment to each child in your group. Use this section as a general guide for making instructional decisions and doing diagnostic planning. Written Assessment The Unit 6 Written Assessment is located on page 83 of Activity Book 1 and on the blackline masters CD. Oral Reading Fluency Assessment The Unit 6 Oral Reading Fluency Assessment is located on page 87 of this teacher’s guide and in the Assessment Manual. Certificate of Achievement and Goal Setting Celebrate your children’s accomplishments. When your students master the unit skills, send home the Certificate of Achievement. Have students set goals for the next unit. Extra Practice Lessons Use the Extra Practice lessons for students who need additional decoding and fluency work. Student materials can be copied from the Extra Practice blackline masters. 83 Making Decisions GENERAL ASSESSMENT GUIDELINES 1. After students read Story Reading 6, “E‑Mail 2,” give the group the Unit 6 Written Assessment in place of Comprehension and Skill Work. Follow the instructions on pages 81 and 82 of this guide. 2. While the group is completing the Written Assessment, or any time during the day, administer the Oral Reading Fluency Assessment. Assess each student individually. 3. Score oral fluency responses on the Student Assessment Record. Adhere to the scoring criteria in the Assessment Manual. Use a stopwatch to time how long it takes each student to read the Oral Reading Fluency Passage, and record errors. USING WRITTEN ASSESSMENT RESULTS Results of the Written Assessment should not be used to determine whether a student or group of students continues forward in the program. As long as students pass the Oral Reading Fluency Assessment, they should continue forward with the next unit. The Written Assessment should be used to informally monitor how well students read independently and answer questions in writing. If any student has difficulty with the Written Assessment, re-administer the assessment orally. If the student has difficulty answering the questions orally: • Record the types of errors (e.g., main idea, sequencing, open-ended response). • Provide explicit instruction for these types of questions during reading group, before independent work, and in tutorials, as needed. 1) Demonstrate (or model) appropriate responses, guide practice, and provide opportunities for independent practice. 2) For inferential questions, think aloud with students—explain how you arrive at an answer. 3) For literal questions, teach students to reread a passage, locate information, reread the question, and respond. At this level, if the student is able to answer the questions orally but not on paper, it may not be due to comprehension problems. The student’s difficulties may be related to a lack of motivation, an inability to work independently, or a struggle with handwriting, spelling, language, or vocabulary. 84 USING THE ORAL READING FLUENCY RESULTS At the end of each unit, you will need to make decisions regarding student progress. Should students go forward in the program? Does the group need Extra Practice before proceeding? Do individuals require more assistance and practice to continue working in their group? These decisions all require use of the oral reading fluency data and professional judgment. As you analyze assessment results, watch for trends and anomalies. See the Assessment Manual for detailed information and instructional recommendations. General guidelines and recommendations follow: Strong Pass • Continue with the current pace of instruction. ≥ 104 WCPM 0–2 errors • Have students set goals. (Until students are reading approximately 180 words correct per minute, oral reading fluency continues to be an instructional goal.) Pass • Continue with the current pace of instruction. Consider increasing fluency practice. 84–103 WCPM 0–2 errors No Pass ≤ 83 WCPM RE D G FL A . d f lag e is a r ention P a ss rv A No early inte nse te d il in m n a A vent uming e r p c an ons ime - c he and t ntion in t ve r e t in e. f u t ur • If a child scores a No Pass but has previously passed all assessments, you may wish to advance the student to the next unit, then carefully monitor the student. • If a child scores a No Pass but has previously passed all assessments, you may wish to advance the student to the next unit and also provide additional practice opportunities. (See below.) • If a child scores two consecutive No Passes or periodic No Passes, additional practice must be provided. (See below.) • If a child scores three consecutive No Passes, the student should be placed in a lower-performing group. Added Practice Options for Groups Warm-Ups: Begin each story reading with a review of the previous day’s story. After reading the story, include Short Passage Practice on a daily basis. Extended Units: If several children begin to score No Passes or barely pass, consider extending the unit by adding Extra Practice 1, 2, and/or 3. Extra Practice lessons include Decoding Practice, Fluency Passage, Word Fluency, and a Comprehension and Skill Activity. (See pages 89 to 99 in this guide.) Vowel Review: Consider a review of selected vowel units from Read Well 1 or Fluency Foundations. Added Practice Options for Individual Students Tutorials: Set up five-minute tutorials on a daily basis with an assistant, trained volunteer, or cross-age tutor. Have the tutor provide Short Passage Practice and Timed Readings or Extra Practice lessons. Double Dose: Find ways to provide a double dose of Read Well instruction: • Have the student work in his or her group and a lower-performing group. • Have an instructional assistant, older student, or parent volunteer preview or review lessons. • Have an instructional assistant provide instruction with Extra Practice lessons. 85 END-OF-THE-UNIT CELEBRATION When students pass the Oral Reading Fluency Assessment, celebrate with the Certificate of Achievement on p. 88. Note: Using the Flesch-Kincaid Grade Level readability formula, the Unit 6 Assessment has a 2.3 readability level. Readabilities are based on number of Please congra tulate ... words per sentence and number of syllables per word. Adding one or two Jaynese multisyllabic words can increase readability by a month or two. Though Read W ell 2 U nit 6 Sir Hen ry 90 we are attending to readability for the assessments, the overriding factor M rs. Smith is decodability. Oct. 15 who suc cessfully c ompleted • with   words co rrect pe r minute. Teacher S ignature  Date  © 2009  Sop GOAL SETTING If you choose to have students set goals, help them brainstorm accomplishments in reading. Say something like: Let’s look at our goal-setting form. It starts with “I’ve improved my reading by . . . ” The next line says, “My new goal is to . . . ” For Unit 7, I’d like all of you to work on increasing your reading fluency by one word per minute. ris West E duca ✄ 86 rvices. A ll rights r eser ved. Goal S etting I’ve imp roved m y readin g by  My new  goal is to  words co  read  rrect pe I will wo r minute.  words co rk on m rrect pe y goal b r minute. y: •  Read ing and r ereadin g careful •  Workin ly g hard in  reading •   group 90 Signed  Date  88 Blacklin e M aste 1 Reading my homew ork Jaynes e Oct. 15 r The next line says, “I will work on my goal by . . . ” Everyone, read the dots. What will you do to reach your goal? (Reading and rereading carefully. Working hard in reading group.) [Jaynese], how will you work on your goal? (by reading my homework stories) The next part of your form tells you what your fluency was for Unit 6. I think everyone is going to meet their goals for Unit 7! tional Se How I Did: My fluen cy was  Goal: Me t  ✓  © 2009  Sop 90   Exceeded :  ris West E duca tional Se rvices. A ll rights r eser ved. UNIT 6 ORAL READING FLUENCY ASSESSMENT ADMINISTRATION Use after Sir Henry TRICKY WORD and FOCUS SKILL WARM-UP alone through quite commotion which congratulations ORAL READING FLUENCY PASSAGE The Little Brown Puppy ★ Dad and I walked to the pet store on Saturday. We liked to watch the puppies through the window. The clerk saw us and asked, “Would you like to hold a puppy?” I nodded my head, so the clerk reached into the cage to pick up a puppy. There was quite a commotion. The puppies started barking and jumping up and down. One little brown puppy sat alone in a corner. The clerk asked, “Which puppy would you like to hold?” I said, “I’d like to hold that little brown puppy.” The clerk gave the puppy to me. It chewed on my finger and wagged its tail. I smiled and said, “If we keep her, we could call her Fudge.” When Dad smiled, I knew we would get to take her home. The clerk said, “Congratulations!” ORAL READING FLUENCY WCPM STRONG PASS PASS NO PASS 12 19 31 32 44 55 65 76 81 93 106 120 132 136 Start timing at the ★ . Mark errors. Make a single slash in the text (/) at 60 seconds. Have the student complete the passage. If the student completes the passage in less than 60 seconds, have the student go back to the ★ and continue reading. Make a double slash (//) in the text at 60 seconds. Determine words correct per minute by subtracting errors from words read in 60 seconds. The student scores no more than 2 errors on the first pass through the passage and reads 104 or more words correct per minute. Proceed to Unit 7. The student scores no more than 2 errors on the first pass through the passage and reads 84 to 103 words correct per minute. Proceed to Unit 7. The student scores 3 or more errors on the first pass through the passage and/or reads 83 or fewer words correct per minute. Provide added fluency practice with RW2 Unit 6 Extra Practice. (Lessons follow the certificate at the end of the teacher’s guide.) After completing the Extra Practice, retest the student. 87 Please congratulate . . . who successfully completed Read Well 2 Unit 6 • Sir Henry with words correct per minute. Teacher Signature Date © 2009 Sopris West Educational Services. All rights reserved. ✄ Goal Setting I’ve improved my reading by My new goal is to read words correct per minute. words correct per minute. I will work on my goal by: • Reading and rereading carefully • Working hard in reading group • How I Did: My fluency was Signed Goal: Met     Exceeded: Date 88 Blackline Master © 2009 Sopris West Educational Services. All rights reserved. EXTRA PRACTICE 1 • DECODING PRACTICE PROCEDURES 1. Sound Review Use Sound Cards from Units 1–6. • Have students say each sound for accuracy, then fluency. • Mix group and individual turns. 2. Sounding Out Smoothly • For each word, have students say the underlined part, sound out the word smoothly, then read the whole word. Use the words in sentences, as needed. • Repeat practice. Mix group and individual turns, independent of your voice. EXTRA PRACTICE 1 Unit 6 Decoding Practice Name  ______________________________________ 1. SOUND REvIEW  Use selected Sound Cards from Units 1–6. 2. SOUNDINg OUT SmOOThly  have students say the underlined part, sound out and read each word, then read the row. shed left seen keep 3. ACCURACy/FlUENCy BUIlDINg  have students say any underlined part, then read each word. Next, have students read the column. A1 C1 B1 D1 Sound Practice Word Endings Word Endings cage George fudge ride riding looked distressed asked reached walked nod nodded A2 Mixed Practice B2 over check store easy swing Buildups claim exclaim exclaimed act exact exactly solved mowing missing Contractions couldn’t I’d I’ve D2 Compound Words everything groundskeeper 4. TRICKy WORDS  have students read each row for accuracy, then fluency. A through there your friend said 5 B watch you put here head 10 5. mUlTISyllABIC WORDS  have students read the word by parts, tell how many syllables are in the word, then read the whole word. 3. Accuracy and Fluency Building • For each task, have students say any underlined part, then read each word. • Set a pace. Then have students read the whole words. • Provide repeated practice, building accuracy first, then fluency. A mat • ter matter might • y mighty B be • long belong own • er owner C prob • lem problem com • mo • tion commotion 6. DICTATION  Say the word. have students say the word, then finger count and say the sounds. have students say each sound as they touch or write it. A1 Shifty Words c a _se c a _g e_ p_ a ge B1 Rhyming Words l _i k e __ b _i k e __ h _i k e __ 37 © 2 009 Sopris West Educational Services. All Rights Reserved. 4. Tricky Words Have students read each row for accuracy, then fluency. 5. Multisyllabic Words For each word, have students read each syllable out loud, finger count the syllables, then tell how many syllables are in the word. If needed, use the word in a sentence. Have students read the whole word. caution Your children may not need Extra Practice. Use assessment results to determine if Extra Practice is needed. 6. Dictation case, cage, page, like, bike, hike • Say “case.” Have students say the word. Guide students as they finger count and say the sounds. Have students touch or write the sounds, then read the word. Say something like: The first word is case. Say the word. (case) Say and count the sounds in case with me. Hold up one finger for each sound. /k/•/āāā/•/sss/ How many sounds? (three) What’s the first sound? (/k/) Touch under /k/. What’s the next sound? (/āāā/) Write /āāā/. What’s the last sound? (/sss/) Touch under the /sss/. Read the word. (case) Yes, the Bossy E at the end makes letter a say its name. • Repeat with “cage” and “page.” • Continue with the rhyming words: like, bike, hike. 89 EXTRA PRACTICE 1 • FLUENCY PASSAGE PROCEDURES 1. First Reading Mix group and individual turns, independent of your voice. Have students work toward an accuracy goal of 0–2 errors and practice any difficult words. EXTRA PRACTICE EXTRA PRACTICE 1 Unit 6 Fluency Passage Name  ______________________________________ Fluency Passage My goal is to read with 0–2 errors and words correct per minute. I read with errors and words correct per minute. On the Case Maya went to the park and saw her friend George. He looked distressed. “What’s the matter, George?” asked Maya. “My bike is missing,” he said. Maya exclaimed, “This is a case for Mighty Maya! When did you last have your bike?” George said, “Here, at the park.” “Tell me everything you did after you got here,” said Maya. “First, I went to check out the commotion by the swings,” said George. “You walked to the swings?” asked Maya. “What about your bike?” George said, “I left it by that tree where the groundskeeper is mowing.” “Well, that’s easy,” said Maya. She ran to the groundskeeper and asked, “Have you seen a bike?” “Yes, I did,” the groundskeeper said. “I couldn’t find the owner, so I put it in the shed.” “That bike belongs to George. Case solved!” said Maya. 2. Second Reading, Short Passage Practice: Developing Prosody • Demonstrate how to read a line or two with expression. Read at a rate slightly faster than the students’ rate. Say something like: Listen as I read the first two sentences with expression and phrasing. I’m going to emphasize certain words and pause between sentences. “Maya went to the park and saw her friend George. He looked distressed.” • Guide practice with your voice. Now read the paragraph with me. I’ve listened to my child read this passage twice.  • Provide individual turns while others track with their fingers and whisper read. Provide descriptive and positive feedback. [Adrianna], you read with wonderful expression! Homework  3. Partner Reading: Repeated Reading (Checkout Opportunity) While students do Partner Reading, listen to individuals read the passage. Work on accuracy and fluency, as needed. 90 25  38  41  47  58  70  71  82  94  95  106  112  125  130  139 Date _________  Signed __________________________ © 2 009 Sopris West Educational Services. All Rights Reserved. 4. Homework: Repeated Reading Have students read the story at home. 12  19  38 EXTRA PRACTICE 1 • ACTIVITY AND WORD FLUENCY A EXTRA PRACTICE 1 Unit 6 Activity Name  ______________________________________ Passage Comprehension EXTRA PRACTICE Unit 6 Word Fluency On the Case A Name  _____________________________________ have students read each sentence or question, then fill in the bubble and/or blank with the correct answer. Think aloud with students and discuss the multiple-choice  options, as needed. Remind students to put a period at the end of each sentence. Rhyming Words High-Frequency Rhyming Words: make, take, lake, grow, low, slow, blow, window, farm, arm, line, fine, way, day, play, stay, today make take lake brake awake grow low slow blow window 10 farm arm charm harm alarm 15 line fine mine whine airline 20 way day play stay today 25 bake baked baking baker bakery stress stressful distress distressed distressing turn turned turning return unturned 15 doubt doubted doubtful doubtfully doubting 20 organize organized organizing organization unorganized 25 1 5 Who are the main characters? Maya and Ben 2 Ben and George In the beginning, what was the problem? a flat tire 3 Related Words Maya and George In the middle, Maya a missing bike took the case. took the case 5 too much rain ran home got upset 10 4 In the end, Maya found the bike and said, . . . “Nice bike.” “Case solved!” “Get out of here.” Paragraph Comprehension A C va n ble o ila ROM D- High-Frequency Tricky Words have students read the paragraph, then fill in the bubble and/or blank for each sentence. Remind them to use a period. have them read the sentences. could people water been who been water could who people 10 water could who people been 15 who been people water could 20 people who been could water 25 5 George stopped to buy fudge. He forgot about his bike and walked home. His brother Bill found the bike and rode it home. When George got home, his bike was there. 1 © 2009 Sopris West Educational Services. All Rights Reserved. George stopped to buy fudge 2 He forgot 3 His brother mother PROCEDURES For each step, demonstrate and guide practice, as needed. Then have students complete the page independently. fudge. baseball cards a globe  about his bike and walked home. found the bike and rode it home. sister brother Check and Correct 39 © 2 009 Sopris West Educational Services. All Rights Reserved. 1. Activity Passage Comprehension • Have students read each sentence or phrase, then fill in the bubble and/or blank with the correct answer. • Think aloud with students and discuss the multiple-choice options, as needed. • Remind students to put a period at the end of sentences. Accuracy Before Fluency Word Fluency is designed to build accuracy and fluency. Students should practice for accuracy before working on fluency. Paragraph Comprehension • Have students read the paragraph. • Have students read each numbered sentence or phrase, then fill in the bubble and/or blank. Remind them to end sentences with a period, where needed. • Have students read the completed sentences. Self-monitoring Have students read and check their work, then draw a happy face in the Check and Correct circle. 2. Word Fluency (BLMs are located on the CD.) • To build fluency, have students read Rhyming Words, Related Words, and HighFrequency Tricky Words. Have students read each section three times in a row. • To build accuracy, have students read all sets with partners. 91 EXTRA PRACTICE 2 • DECODING PRACTICE PROCEDURES 1. Sound Review Use selected Sound Cards from Units 1–6. • Have students say each sound, building accuracy first, then fluency. • Mix group and individual turns, independent of your voice. 2. Sounding Out Smoothly • For each word, have students say the underlined part, sound out the word smoothly, then read the whole word. Use the words in sentences, as needed. • Have students read all the words in the row, building accuracy first, then fluency. • Repeat practice. Mix group and individual turns, independent of your voice. 3. Accuracy and Fluency Building • For each task, have students say any underlined part, then read each word. • Set a pace. Then have students read the whole words in each task and column. • Provide repeated practice, building accuracy first, then fluency. 4. Tricky Words Have students read each row for accuracy, then fluency. 5. Multisyllabic Words For each word, have students read each syllable out loud, finger count the syllables, then tell how many syllables are in the word. If needed, use the word in a sentence. Have students read the whole word. 6. Dictation snow, slow, show, tail, trail, mail • Say “snow.” Have students say the word. Guide students as they finger count and say the sounds. Have students touch or write the sounds, then read the word. The first word is snow. Say the word. (snow) Say and count the sounds in snow with me. Hold up one finger for each sound. /sss/•/nnn/•/ōōō/ How many sounds? (three) What’s the first sound? (/sss/) Touch under /sss/. What’s the next sound? (/nnn/) Touch under /nnn/. What’s the last sound? (/ōōō/) What letter pattern makes the /ōōō/ sound? (o-w) Write /ōōō/ with the o-w pattern. Read the word. (snow) 92 • Repeat with “slow” and “show.” • Continue with the rhyming words: tail, trail, mail. caution Your children may not need Extra Practice. Use assessment results to determine if Extra Practice is needed. EXTRA PRACTICE 2 • DECODING PRACTICE EXTRA PRACTICE 2 Unit 6 Decoding Practice Name  ______________________________________ 1. SOUND REvIEW  Use selected Sound Cards from Units 1–6. 2. SOUNDINg OUT SmOOThly  have students say the underlined part, sound out and read each word, then read the row. next leash Sir class 3. ACCURACy/FlUENCy BUIlDINg  have students say any underlined part, then read each word. Next, have students read the column. A1 C1 B1 Sound Practice Word Endings fudge cage page puppy puppies Mixed Practice trained trainer owner always around Buildups told cold hold wag wagged A2 D1 Rhyming Words light delight delightful C2 D2 Bossy E Affix Practice gave liked smiled quite sometimes drag dragged chew chewed explained exclaimed exactly 4. TRICKy WORDS  have students read each row for accuracy, then fluency. A walked their many could head 5 B were some what would watch 10 5. mUlTISyllABIC WORDS  have students read the word by parts, tell how many syllables are in the word, then read the whole word. A cor • ner corner un • til until B lo • cal local to • geth • er together C com • mo • tion commotion com • mu • ni • ty community 6. DICTATION  Say the word. have students say the word, then finger count and say the sounds. have students say each sound as they touch or write it. A1 Shifty Words s n _o w_ s _l o w _s h_ o w © 2009 Sopris West Educational Services. All Rights Reserved. B1 Rhyming Words t a i l ___ t r a i l ___ m a i l ___ 40 93 EXTRA PRACTICE 2 • FLUENCY PASSAGE PROCEDURES 1. First Reading Mix group and individual turns, independent of your voice. Have students work toward an accuracy goal of 0–2 errors and practice any difficult words. EXTRA PRACTICE EXTRA PRACTICE 2 Unit 6 Fluency Passage Name  ______________________________________ Fluency Passage My goal is to read with 0–2 errors and words correct per minute. I read with errors and words correct per minute. Puppy Class When Sir Henry was a puppy, John took him to a puppy class at the local community hall. Many puppies were in the class. The puppies were first trained to walk on a leash. Other puppies dragged their owners, but Sir Henry did exactly what he was told. The puppies walked around the hall with their owners. Sometimes the owners had the puppies stop. Some puppies did not stop. Sir Henry always did what he was told. John gave Sir Henry a treat. “What a delightful dog!” the trainer said. At the end of the class, the trainer said, “Next time, we will train the puppies to sit.” Then he let the puppies play together. What a commotion! “This is fun. I can’t wait until the next class,” said John. 2. Second Reading, Timed Reading: Repeated Reading • Once the group accuracy goal has been achieved, time individual students for 30 or 60 seconds while the other children track with their fingers and whisper read. • Determine words correct per minute. Record student scores. Celebrate when students reach their goals! Wow! [Nancy], you met your goal. That was your best score ever. You get to read to the principal this week. Homework  I’ve listened to my child read this passage twice.  3. Partner Reading: Repeated Reading (Checkout Opportunity) While students do Partner Reading, listen to individuals read the passage. Work on accuracy and fluency, as needed. © 2 009 Sopris West Educational Services. All Rights Reserved. 4. Homework: Repeated Reading Have students read the story at home. 94 15  24  36  48  58  71  83  90  104  117  118  130 Date _________  Signed __________________________ 41 EXTRA PRACTICE 2 • ACTIVITY AND WORD FLUENCY B EXTRA PRACTICE 2 Unit 6 Activity Name  ______________________________________ Passage Comprehension EXTRA PRACTICE Unit 6 Word Fluency Puppy Class B Name  _____________________________________ have students read each sentence or question, then fill in the bubble and/or blank with the correct answer. Think aloud with students and discuss the multiple-choice  options, as needed. Remind students to put a period at the end of each sentence. Rhyming Words High-Frequency Rhyming Words: or, for, nor, saw, draw, good, wood, stood ash cash flash splash eyelash or for nor or corridor 10 fudge judge nudge smudge misjudge 15 saw paw jaw draw jigsaw 20 good wood stood hood redwood 25 admire admires admired admiring admiration 5 delight delights delighted delightful delightfully 10 congratulate congratulates congratulated congratulating congratulations 15 excite excited exciting excitement excitedly 20 train trained training trainer untrained 25 come only work give most 5 most give only work come 10 5 A C va Who are the main characters? the trainer and his dog 2 at the park In class, the owners trained their dogs to sit up 4 John and Sir Henry Miss Tam and Scraggly Cat Where does the story take place? at the pet store 3 Related Words n ble o ila ROM D- 1 in the puppy class walk on a leash. walk on a leash walk on two legs Why did Sir Henry get a treat? He dragged his owner. He chewed on a bone. He did what he was told. High-Frequency Tricky Words give work most come only 15 only come give most work 20 work most come only give 25 © 2009 Sopris West Educational Services. All Rights Reserved. PROCEDURES For each step, demonstrate and guide practice, as needed. Then have students complete the page independently. Paragraph Comprehension have students read the paragraph, then fill in the bubble and/or blank for each sentence. Remind them to use a period. have them read the sentences. Jolly learned a lot in class. He learned to sit, stay, and walk on a leash. When he was older, Jolly went to a dog contest and won Best in Show. class. 1 Jolly learned a lot in 2 Check the things Jolly learned to do. sing stay walk on a leash 3 Jolly went to a dog contest and won a ribbon Best in Show 0 Check and Correct Best in Show. a bone 42 © 2 009 Sopris West Educational Services. All Rights Reserved. 1. Activity Passage Comprehension • Have students read each sentence or phrase, then fill in the bubble and/or blank with the correct answer. • Think aloud with students and discuss the multiple-choice options, as needed. • Remind students to put a period at the end of sentences. Accuracy Before Fluency Word Fluency is designed to build accuracy and fluency. Students should practice for accuracy before working on fluency. Paragraph Comprehension • Have students read the paragraph. • Have students read each numbered sentence or phrase, then fill in the bubble and/or blank. Remind them to end sentences with a period, where needed. • Have students read the completed sentences. Self-monitoring Have students read and check their work, then draw a happy face in the Check and Correct circle. 2. Word Fluency (BLMs are located on the CD.) • To build fluency, have students read Rhyming Words, Related Words, and HighFrequency Tricky Words. Have students read each section three times in a row. • To build accuracy, have students read all sets with partners. 95 EXTRA PRACTICE 3 • DECODING PRACTICE PROCEDURES 1. Sound Review Use selected Sound Cards from Units 1–6. • Have students say each sound, building accuracy first, then fluency. • Mix group and individual turns, independent of your voice. 2. Sounding Out Smoothly • For each word, have students say the underlined part, sound out the word smoothly, then read the whole word. (Use the words in sentences, as needed.) • Have students read all the words in the row, building accuracy first, then fluency. • Repeat practice. Mix group and individual turns, independent of your voice. 3. Accuracy and Fluency Building • For each task, have students say any underlined part, then read each word. • Set a pace. Then have students read the whole words in each task and column. • Provide repeated practice, building accuracy first, then fluency. 4. Tricky Words Have students read each row for accuracy, then fluency. 5. Multisyllabic Words For each word, have students read each syllable out loud, finger count the syllables, then tell how many syllables are in the word. If needed, use the word in a sentence. Have students read the whole word. 6. Dictation art, start, started, bell, fell, smell • Say “art.” Have students say the word. Guide students as they finger count and say the sounds. Have students touch or write the sounds, then read the word. Say something like: The first word is art. Say the word. (art) Say and count the sounds in art with me. Hold up one finger for each sound. /ar/•/t/ How many sounds? (two) What’s the first sound? (/ar/) Write /ar/ with the letter pattern. What’s the last sound? (/t/) Touch under /t/. Read the word. (art) 96 • Repeat with “start” and “started.” • Continue with the rhyming words: bell, fell, smell. caution Your children may not need Extra Practice. Use assessment results to determine if Extra Practice is needed. EXTRA PRACTICE 3 • DECODING PRACTICE EXTRA PRACTICE 3 Unit 6 Decoding Practice Name  ______________________________________ 1. SOUND REvIEW  Use selected Sound Cards from Units 1–6. 2. SOUNDINg OUT SmOOThly  have students say the underlined part, sound out and read each word, then read the row. fudge which brown clerk 3. ACCURACy/FlUENCy BUIlDINg  have students say any underlined part, then read each word. Next, have students read the column. A1 C1 B1 Mixed Practice Word Endings window floor paw door over nap napping dine dining A2 outside doorbell everywhere Word Endings home alone safe time white quite step stepped Compound Words D1 Bossy E barking bumped crushed rolled filled jumped C2 Buildups den sudden suddenly 4. TRICKy WORDS  have students read each row for accuracy, then fluency. A grocery there couldn’t table from 5 B come through work school any 10 5. mUlTISyllABIC WORDS  have students read the word by parts, tell how many syllables are in the word, then read the whole word. A him • self himself e • vents events B sud • den • ly suddenly Sat • ur • day Saturday C or • di • nar • y ordinary con • grat • u • la • tions congratulations 6. DICTATION  Say the word. have students say the word, then finger count and say the sounds. have students say each sound as they touch or write it. A1 Buildups _a r_ t _s t_ ar t s t ar t _e d _ © 2009 Sopris West Educational Services. All Rights Reserved. B1 Rhyming Words b _e l l __ f _e l l __ s m _e l l __ 43 97 EXTRA PRACTICE 3 • FLUENCY PASSAGE PROCEDURES 1. First Reading Mix group and individual turns, independent of your voice. Have students work toward an accuracy goal of 0–2 errors and practice any difficult words. EXTRA PRACTICE EXTRA PRACTICE 3 Unit 6 Fluency Passage Name  ______________________________________ Fluency Passage My goal is to read with 0–2 errors and words correct per minute. I read with errors and words correct per minute. Chain of Events The day started like any ordinary day. John was at school, and Mr. White was at work. Mrs. White had just come home from the grocery store. Sir Henry was napping on the rug. Suddenly, the doorbell rang. Sir Henry jumped. As he ran for the door, he bumped into the dining room table. A grocery bag that was on the table fell to the floor. Eggs came out of the bag and rolled everywhere. Sir Henry couldn’t stop himself in time. He stepped right on the rolling eggs and crushed them. He had egg white all over his paws. “What a mess,” thought Sir Henry. “I need to go outside.” Sir Henry ran for his doggie door. He was a mess, but he was outside. What a chain of events! 2. Second Reading, Short Passage Practice: Developing Prosody • Demonstrate how to read a line or two with expression. Read at a rate slightly faster than the students’ rate. Say something like: Listen as I read the first two sentences with expression and phrasing. I’m going to emphasize certain words and pause between sentences. “The day started like any ordinary day. John was at school, and Mr. White was at work.” • Guide practice with your voice. Now read the paragraph with me. I’ve listened to my child read this passage twice.  • Provide individual turns while others track with their fingers and whisper read. Provide descriptive and positive feedback. [Julia], you read with wonderful expression! Homework  3. Partner Reading: Repeated Reading (Checkout Opportunity) While students do Partner Reading, listen to individuals read the passage. Work on accuracy and fluency, as needed. 98 34  45  58  74  75  87  100  111  126  131 Date _________  Signed __________________________ © 2 009 Sopris West Educational Services. All Rights Reserved. 4. Homework: Repeated Reading Have students read the story at home. 13  26  44 EXTRA PRACTICE 3 • ACTIVITY AND WORD FLUENCY A OR B PROCEDURES For each step, demonstrate and guide practice, as needed. Then have students complete the page independently. 1. Activity Passage Comprehension • Have students read each sentence or phrase, then fill in the bubble and/or blank with the correct answer. • Think aloud with students and discuss the multiple-choice options, as needed. • Remind students to put a period at the end of sentences. Paragraph Comprehension • Have students read the paragraph. • Have students read each numbered sentence or phrase, then fill in the bubble and/or blank. Remind them to end sentences with a period, where needed. • Have students read the completed sentences. EXTRA PRACTICE 3 Unit 6 Activity Name  ______________________________________ Passage Comprehension Chain of Events have students read each sentence or question, then fill in the bubble and/or blank with the correct answer. Think aloud with students and discuss the multiple-choice  options, as needed. Remind students to put a period at the end of each sentence. 1 doorbell rang. First, Sir Henry was napping when the man shouted doorbell broke eggs 2 Then, he bumped into a table and eggs balloons 3 Next, Sir Henry wagged 4 Last, Sir Henry ran for a treat stepped doorbell rang rolled everywhere. marbles right on the rolling eggs and crushed them. nodded stepped for his doggie door. for his doggie door to John’s school Paragraph Comprehension have students read the paragraph, then fill in the bubble and/or blank for each sentence. Remind them to use a period. have them read the sentences. When Mrs. White got home, she found groceries and eggs all over the floor. She called the police and reported a break-in. The police came out, saw the doggie door, and shook their heads. What a commotion! 1 Mrs. White found pancakes groceries and eggs groceries and eggs all over the floor. dog food the police. 2 Mrs. White called 3 The police saw the doggie door and shook . . . their tails. their heads. their hats. Check and Correct © 2 009 Sopris West Educational Services. All Rights Reserved. 45 Self-monitoring Have students read and check their work, then draw a happy face in the Check and Correct circle. 2. Word Fluency (BLMs are located on the CD.) You may wich to have students practice with Unit 6 Extra Practice, Word Fluency A or B. 99 Read Well • Unit 6 6 6 Communities Sir Communities Henr y Sir Henr y Teacher’s Guide • Sir Henry Teacher’s Guide Unit 6 Sopris West Educational Services Level 2 Teacher’s Guide Unit 6